Circular of Information -^ 





^Jj^ 





Steam Engineering: 

Statfonary, Traction, and Marine 
Engines and Locomotives. 

Gas, Gasoline, and Oil Engines. 

Refrigerating Machinery 



Steam Engineering 



FOR WHOM DESIGNED, .y 

^gpofldence School of Steam Engineering is a practical and thorough 
system of home instruction, without loss of time from work, for 
Engineers and Firemen employed on 

Stationai"y Engines, Locomotive Engines, 

Marine Engines, Traction Engines, 

> Gas, Gasoline, and Oil Engines; 

Also, For . , . 

Oilers, Vaster Tenders, 

lyien in Cl-iarge of ice-MalcIng or Refrigerating Plants, 

and all persons engaged In allied Industries or who wish to quall^ them- 
selves to fill such positions. It Is Intended to Airnlsh such Instruction In 
the hranches above named, and In the care of Dynamos and Motors, as 
to constitute a thorough education In these subjects. 



n 



i JUDGE US BY OUR WORK. 

One grood w^ay to form an opinion of our Schools Is to send to us fbr a 
free sample copy of HOME STUDY MAGAZINE, our new monthly for 
gtudents of technical subjects. Most of the articles In It are written 
by the Instructors and Illustrated by the Draftsmen and Artists of the 
Schools. Every dra^vlng and Illustration In It is made "with pen and ink 
in our own establishment, and the reproductions are zinc etchlngrs made 
by photognraphlc process. Compare the Illustrations and the clearness 
and completeness of the descriptions of HOIVIE STUDY MAGAZINE with 
the best w^ork of similar character to be found anywhere, and Just as 
they bear the mark of superiority, so does everything else connected -with 
our Institution. Refer our drawings to any engineer and he will at once 
admit their superiority. 



^57; 



'2. TESTIMONIALS. 

On appllcatl6n, we will send to any address a book of Testimonials firom 
students residing In all sections of the United States, Canada, and Mexico, 
containing their indorsement of the Schools and system of instruction. 



REFERENCES. 
Further, to persons thinking of enrolling as students, weXfirlll s<9nd > .>e 
name and address of a student living in the same neighborhood, w^hom 
they can consult or correspond w^lth as to the practicability of the method 
of teaclxing and the value. of the instruction imi>arted. 



FINANCIAL STANDING. 

The Colliery Engineer Company, proprleto]?^ of The International Cor- 
respondence Schools, are incorporated under the law^s of Pennsylvania, 
and have a Credit Rating In the Mercantile Agencies of R. G. Dun <& Co. 
and Bradstreet of from $300,000 to $500,000. 



REMITTANCES. 

Remit by Express Money Order, P. O. Money Order, Bank Draft, or 
Registered Letter. Bank Drafts, Express Money Orders, and P. O. Orders 
should be made payable to the order of THE COLLJERY KNGFNTCKR CO., 
SCRANTON, PA. 



Sntered according to the Act of GonfresB, in the year 1898, by Thx Coujxbt Enoimkkk 
OOMTANY, in the office of the Li^>r&Tian oi Oongress, at Wftthington. 




JUNUlo»o \\ 

ANNOUNCEMENT. 



♦♦♦«♦♦♦«♦♦ 



THIS CIRCULAR CONTAINS: 

PIRST: — A description of the courses of instruction in The Inter- 
national Correspondence Schools ; a list of the instructors ; and 
a table showing the number of foreign students enrolled, and 
the countries in which they reside. It also contains a brief 
history of the schools, and a full description of the method of 
teaching employed. It shows how admirably the method 
meets the requirements of those who, for want of time and 
means, cannot attend regular schools, and calls attention to its 
original features, which make it more thorough and practical 
than correspondence instruction as conducted in other institu- 
tions ; to its superiority over night schools and the reading of 
text-books ; and to the magnificent opportunities our schools 
offer professional men and workingmen, superintendents and 
foremen, mechanics and young men commencing life, to make 
up deficiencies in education or to increase their acquirements 
in technical knowledge. It gives the requirements for admis- 
sion, rules for enrolling, prices of scholarships, and other 
expenses, and information regarding the diplomas and certifi- 
cates of proficiency granted. 

SECOND : — Details of the courses of study in stationary, marine, 
locomotive, and traction steam engineering ; gas, air, and 
naphtha engines, and refrigeration ; the prices of scholarships ; 
terms of payment; diplomas granted, etc., etc., together with 
a statement of what stationary, marine, locomotive and traction 
engineers and firemen, oilers, water tenders, etc., etc. require 
to know of the theory of their respective trades, and why they 
should take advantage of the chance offered to study in The 
^Correspondence School of Steam Engineering. 



TABLE OF CONTENTS. 



PAGE. 

CIjASSIFIED I.IST OF SCHOIiARSHIPS ^ 

DIRECTORY OF IlSrSTRUCTORS 14 

CliASSIFIED I.IST OF STUDENTS AND GRADUATES 18 
THE INTERNATIONAL. CORRESPONDENCE SCHOOES. 

History 19 

Method of Teaching 21 

How the Student Works .21 

How the Instructors Aid the Student 21 

The School Records 22 

Information Blank 23 

How Drawing is Taught . 24 

Superior Character of Instruction 24 

Order of Work 25 

Advantages of Correspondence Instruction 25 

Students Need Not Leave Home or Lose Time From Work ... 25 

Prepares for Written Examinations 26 

All Instruction is Confidential 26 

Forms Habits of Accuracy 26 

Close Relations With Instructors 26 

Our Improved Method 27 

No Fixed Time for Completion of Courses 27 

Scholarships Non-Forfeitable and Transferable 27 

All Instruction Papers Prepared by Our Own Instructors ... 27 

Unnecessary Matter Left Out 27 

Simplicity Secured at Any Cost 28 

System Thorough 28 

Particular Attention Devoted to Backward Students 28 

Much Less Expensive Than Any Other 29 

ii 



PAGE. 

Compared With Regular Schools 29 

Correspondence Lessons Require Close Attention 29 

Partiality Impossible 29 

Writing a Lesson Helps One to Remember It 29 

Nothing Interferes to Interrupt the Work 30 

Persons Can Commence at Any Time 30 

Books, Transportation, Board, and Other Expenses Saved . . . 30 

Instruction Papers Constantly Revised and Brought Up to Date . 30 

Superiority Over Night Schools 30 

Workmen Need Not Dress to Go Out 30 

Not Retarded or Pushed Ahead in Their Studies by Others . . 31 

Studies Carried on Privately 31 

MrcH Better Than Home Study W^ith Text-Books 31 

Cheaper 31 

Includes the Primary Education Required 31 

Provides an Order of Study 31 

Personal Aid of Instructors 32 

Great Opportunity For Workingmen 32 

Desire for Improvement Universal 32 

Usual Fate of the Workingman 32 

Advantages of an Education 32 

Demand for Educated Labor 33 

How to Secure Promotion 33 

All Who Will Can Find Time To Study 34 

Utilizing Spare Moments 34 

Instances of Education Obtained in Time Usually Wasted ... 34 

Opportunities for Study While at Work 34 

Employers, Superintendents, and Foremen Can Make Up Deficiencies 

IN Education 35 

Those in Authority Should Know the " Whys and Wherefores" 35 

List of Students Not Published . . ? 35 

A Help to Professional Men 36 

All Important Data Epitomized 36 

Successful Men Hard Students 36 

Improving " Idle Time " 36 

Studying Other Branches 36 

Apprentices Can Obtain Educations 37 

Difficulty of Getting a Start in Life 37 

Cannot Learn Everything by Experience 37 

How to Get the Desired Education 37 

iii 



PAGE. 

An Open Door to Young Men S8 

The Demand of the Times, Technical Education 38 

Profitable Positions for Those Qualified to Fill Them 39 

How to Enter the Engineering Professions ........ 39 

For Sons of Engineers, Superintendents, Etc 39 

An Opportunity for Women 40 

Courses in Drawing and Designing 40 

Pedagogic and Stenographic Courses 40 

For Those of Limited Education" . 40 

We Can Teach Anybody Who Will Study 40 

Testimonials 41 

Suited to Men of Mature Years 42 

No One Too Old to Learn 42 

Mental Power Improves with Age 42 

Conspicuous Examples 42 

Ages of Our Students . . • 43 

Only Necessary to Form Habits of Study 43 

Adapted to Those Living in Isolated Localities , . 43 

Our Method Meets Their Requirements 43 

Students in All Parts of the World 44 

Keys to Question Papers 44 

Why Prepared 44 

How to Use Them .45 

Not a Necessity 45 

Requirements for Admission 45 

Abilit}^ to Read and Write All That is Required ...... 45 

Rules for Enrolling 45 

Application Form 46 

Certificate of Scholarship 47 

Agreement to Give Instruction Until Student Is Proficient .... 46 

Order of Work 48 

Drawing May be Taken in Connection With Other Studies ... 48 

Expenses Connected With a Course 48 

Diplomas and Certificates of Proficiency 50 

Bound Volumes 50 

Students Are Sent, When They Enroll, Complete Bound Sets of 

All Papers 50 

Their Value as Works of Reference 51 

iv 



THE CORRESPOI^DKNCE SCHOOI. OF STEAM ENGI- 

keeri:n'g 55 

Why Stationary Engineers Should Study 55 

Firemen's Road to Advancement 59 

Dealers in Engines, Boilers, and Steam Fittings Benefited ....()] 

Educational Needs of Marine Engineers . . . ()1 

Oilers, Water Tenders, Firemen, and Coal Passers Can Obtain Licenses 68 

Electrical Part of the Steam Engineer's Education 05 

Locomotive Engineers and Firemen Should Study (56 

Course for Traction Engineers 68 

Instruction in Gas, Gasoline, and Oil Engines 69 

Refrigeration Scholarship 75 

Scholarships and Prices in The Correspondence School of Steam 

Engineering 80 

Stationary Engineers' ScholarsKip 80 

Marine Engineers' Scholarship 80 

Locomotive Engineers' Scholarship 81 

Traction Engineers' Scholarship .81 

Gas Engineers' Scholarship 81 

Refrigeration Scholarship 82 

Time Required to Complete the Courses 82 

Catalogue of Studies 83 

Sample Pages of Instruction and Question Papers . 93 

Prices for Two or More Scholarships to the Same Person . . . .101 
Price to Students AVho Wish to Enroll in Other Scholarships . .101 

Charge for Transferring Scholarships 101 

Rubber Hand Stamps for Students 101 

DRAWIIS^G IjS^STRUMEXTS AND SCHOOL REQUISITES 102 

Complete Drawing Outfit 102 

Portfolios for Drawing Plates 103 

Cross-Section Paper 103 

Binders for Instruction and Question Papers 104 

Writing Paper 104 

Fountain Pens 104 



THE INTERNATIONAL CORRESPONDENCE SCHOOLS. 

INCLUDING : 

The Correspondence School of Mines, 

The Correspondence School of Mechanics, 

The Correspondence School of Steam Engineering, 

The Correspondence School of Electricity. 

The Correspondence School of Architecture, 

The Correspondence School of Plumbing, Heating, and Ventilation, 

The Correspondence School of Civil Engineering, 

The Correspondence School of Railroad Engineering, 

The Correspondence School of Bridge Engineering, 

The Correspondence School of Municipal Engineering, 

The Correspondence School of Hydraulic Engineering, 

The Correspondence School of English Branches, 

The Correspondence School op Bookkeeping and Stenography, 

The Correspondence School of Sheet Metal Pattern Drafting, 

The Correspondence School of Pedagogy, 

The Correspondence School of Chemistry. 

THE COLLIERY ENGINEER COMPANY, 

PROPRIETORS. 

T. J. FOSTER, Manager and Treasurer. 



THE CORRESPONDENCE SCHOOL OF STEAM ENGINEERING. 



Scholarships. 



Subjects Taught. 



Stationary 
Engineers' 
Scholarship. 



Marine 

Engineers' 
Scholarship. 



Locomotive 
Engineers' , 
Scholarship. 

Traction 
Engineers' 
Scholarship. 

vi 



Arithmetic, 

Mensuration and the tJse of Letters 

in Algebraic Formulas, 
Mechanics, 

Geometrical Drawing, 
Mechanical Drawing (Stationary 

Division), 



Arithmetic, 

Mensuration and the Use of Letters 
in Algebraic Formulas, 

Mechanics, 

Geometrical Drawing, 

Mechanical Drawing (Marine Di- 
vision), 

Arithmetic, 

Mensuration and the Use of Letters 

in Algebraic Formulas, 
Mechanics, 
Geometrical Drawing, 



Steam and Steam Engines (Station- 
ary Division), 
Steam Boilers (Stationary Division), 
Dynamos and Motors. 



Steam and Steam Boilers (Marine 

Division), 
Steam Engines (Marine Division), 
Dynamos and Motors. 



Mechanical Drawing (Locomotive 

Division), 
Steam and Steam Engines, 
Locomotives, 
Dynamos and Motors. 



f Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Letters Mechanical Drawing, 

in Algebraic Formulas, Traction and Portable Engines, 

Mechanics, Traction and Portable Machinery. 



Gas 

Engineers' 
Scholarship. 



Refrigeration 
Scholarship. 



Vll 



Arithmetic, Elementarj' Mechanics, 

Mensuration and the Use of Letters Pneumatics, Gas, and Petroleum, 

in Algebraic Formulas, Heat, 

Elementary Algebra and Trigono- Geometrical Drawing, 

metric Functions, Mechanical Drawing, 

Logarithms, Gas, Gasoline, and Oil Engines. 

Arithmetic, Pneumatics, 

Mensuration and the Use of Letters Heat, 

in Algebraic Formulas, Geometrical Drawing, 

Elementary Algebra and Trigono- Mechanical Drawing (Stationary 

metric Functions, Division), 

Logarithms, Ice Making and Refrigerating Ma- 

l. Elementary Mechanics, chinery. 



For full particulars of The Correspondence School of 
Steam Engineering, see Pages 55 to 100 of this Circular. 



THE CORRESPONDENCE SCHOOL OF BOOKKEEPING AND 

STENOGRAPHY. 



Scholarships. 



Subjects Taught. 



Book- 
keeping 
and Business 
Forms 
Scholarship. 

Complete 

Stenographic 
Scholarship. 



Complete 
Commercial 
Scholarship. 



Arithmetic, 



Penmanship, 
< Single-Entry Bookkeeping, 



Double-Entry Bookkeeping, 
Opening, Closing, and Changing 
Books. 



The Subjects of this Course are taught separately when desired. 



Spelling, 

Penmanship, 

Grammar, 



Letter-Writing, 
Stenography. 



The Subjects of this Course are taught separately when desired. 



Arithmetic, 

Spelling, 

Penmanship, 

Grammar, 

Letter-Writing, 



Single-Entry Bookkeeping, 
Double-Entry Bookkeeping, 
Opening, Closing, and Changing 

Books, 
Stenography. 



The Subjects of this Course are taught separately when desired. 



"We issue Circulars of Information in Avhich the ahove 
Scholarships are described, in detail ; they are sent free on 
application. T\Tien sending for circulars please state the 
Course in \vhich you are interested. 



THE CORRESPONDENCE SCHOOL OF ENGLISH BRANCHES. 



Scholarship. 



Subjects Taught. 



English 
Branches 
Scholarship. 



' Arithmetic, 
Spelling, 

Penmanship or Letter-Writing, 
Grammar, 



Geography, 

U. S. History, 

U . S. Civil Government. 



The Subjects of this Course are taught separately when desired. 



"VVe issue Circulars of Information in which the above 
Scholarships are described in detail ; they are sent free on 
application. When sending for circulars please state the 
Course in which you are interested. 



ViU 



THE CORRESPONDENCE SCHOOL OF MECHANICS. 



Scholarships. 



Subjects Taught. 



Complete 
Mechanical 
Scholarship. 



Mechanical 
Drawing 
Scholarship. 



' Arithmetic, 
Algebra, 
Logarithms, 

Geometry and Trigonometry, 
Elementary Mechanics, 
Hydromechanics, 
Pneumatics, 
Heat, 



f 



Arithmetic, 

Mensuration and the Use of Letters 
in Algebraic Formulas, 



Geometrical Drawing, 
Mechanical Drawing, 
Steam and Steam Engines, 
Strength of Materials, 
Applied Mechanics, 
Steam Boilers, 
Machine Design, 
Dynamos and Motors. 

Geometrical Drawing, 
Mechanical Drawing. 



^Ve Issue Circulars of Information in 'wliicli th.© above 
Scholarships are described in detail ; they are sent free on 
application. TVben sending for circulars pleas© state the 
C'ourse in Trhich you are interested. 



THE CORRESPONDENCE SCHOOL OF MINES. 



Scholarships. 



Subjects Taught. 



Complete 
Coal Mining 
Scholarship. 



Mine 

Mechanical 
Scholarship. 



Metal Mining 
Scholarship. 



Metal 

Prospectors* 
Scholarship. 



Arithmetic, 

Use of Letters in Algebraic Formulas, 

Geometry and Trigonometry, 

Gases Met With in Mines, 

Mine Ventilation, 

Geometrical Drawing, 

Mine Surveying and Mapping, 

Economic Geology of Coal, 

Prospecting for Coal, 

Shafts, Slopes, and Drifts, 

Methods of Working Coal Mines, 

Mechanics, 



Arithmetic, 

Mensuration and the Use of Letters 

in Algebraic Formulas, 
Mechanics, 
Geometrical Drawing, 
Mechanical Drawing, 
Steam and Steam Engines, 
Steam Boilers, 
Air and Air Compression, 
, Hydromechanics and Pumping, 



Arithmetic, 

Use of Letters in Algebraic Formulas, 

Geometry and Trigonometry, 

Geometrical Drawing, 

Mine Surveying and Mapping, 

Blowpiping, 

Mineralogy, 

Assaying, 

Economic Geology,- 

Prospecting, 

Placer and Hydraulic Mining, 

Preliminary Openings, 



Steam and Steam Boilers, 

Steam Engines, 

Air and Air Compression, 

Hydromechanics and Pumping, 

Haulage, 

Hoisting and Hoisting Appliances, 

Mining Machinery, 

Percussion Drills, 

Surface Arrangements of Bitumi- 
nous Mines, 

Surface Arrangements of Anthracite 
Mines. 

Haulage, 

Hoisting and Hoisting Appliances, 

Mining Machinery, 

Percussion Drills, 

Surface Arrangements of Bitumi- 
nous Mines, 

Surface Arrangements of Anthracite 
Mines, 

Dynamos and Motors, [ations. 

Electricity Applied in Mining Oper- 

Permanent Openings, 

Methods of Working Metal Mines, 

Crushing, Sizing, Concentrating and 

Amalgamating Machinery, 
Mechanics, 

Steam and Steam Boilers, 
Steam Engines. 
Air and Air Compression, 
Hydromechanics and Pumping, 
Haulage, 

Hoisting and Hoisting Appliances, 
Percussion Drills. 



Blowpiping, 
Mineralogy, 
Assaying, 



Economic Geology, 

Prospecting, 

Placer and Hydraulic Mining. 



IK 



Full Mining 
Scholarship. 



Short 

Coal Mining 
Scholarship. 



Arithmetic, 

U se of Letters in Algebraic Formulas, 

Geometry aud Trigonometry, 

Gases Met With in Mines, 

Mine Ventilation, 

Geometrical Drawing, 

Mine Surveying and Mapping, 

Economic Geology of Coal, 

Prospecting for Coal, 

Shafts, Slopes, and Drifts, 

Methods of Working Coal Mines, 

Mechanics, 

Steam and Steam Boilers, 

Steam Engines, 

Air and Air Compression, 

Hydromechanics and Pumping, 

Haulage, 

Hoisting and Hoisting Appliances, 

Mining Machinery, 



f Arithmetic, 

I Mensuration and Trigonometrical 

J Functions, 

j Gases Met With in Mines, Etc., 

Mine Ventilation, 
[ Economic Geology of Coal, 



Percussion Drills, 

Surface Arrangements of Bitumi- 
nous Mines, 

Surface Arrangements of Anthra- 
cite Mines, 

Dynamos aud Motors, 

Electricity Applied in Mining Oper- 
ations, 

Blowpiping, 

Mineralogy, 

Assaying, 

Economic Geology, 

Prospecting, 

Placer and Hydraulic Mining, 

Preliminary Openings, 

Permanent" Openings, 

Methods of Working Metal Mine«, 

Crushing, Sizing, Concentrating and 
Amalgamating Machinery. 

Prospecting for Coal, 
Shafts, Slopes, and Drifts, 
Methods of Working Coal Mines, 
Mine Surveying, 
Mine Machinery. 



^Ve issue Circulars of Information in w^hich the above^ 
Scholarships are described in detail ; they are sent free 
on application. AVhen sending for circulars please state 
the Course in 'which you are interested. 



THE CORRESPONDENCE SCHOOL OF ARCHITECTURE. 



Scholarships. 



Subjects Taught. 



Complete 
Architec- 
tural 
Scholarship. 



Arithmetic, 

Use of Lettersin Algebraic Formulas, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Geometrical Drawing, 

Architectural Drawing, Part 1, 

Ornamental Drawing, 

Architectural Drawing, Part 2, 

Strength of Materials, 

Masonry, 

Carpentry, 

Joinery. 

Stair Building, 



Architectural 
Drawing and , 
Designing 
Scholarship. 

Architectural 
Drawing 
Scholarship. 



Structural Iron Work, 

Ornamental Iron Work, 

Roofing, 

Plumbing and Gas-Fitting, 

Sheet Metal W'ork, 

Heating and Ventilation, 

Electric Light Wiring and Bell 
Work, 

Painting and Decorating, 

History of Architecture, 

Architectural Design, 

Specifications, Contracts, and Per- 
mits, 

Estimating. 



Arithmetic, 
Mensuration, 
Geometrical Drawing, 
Architectural Drawing, Part 1, 

This Scholarship includes a large number of Drawing Plates. 



Ornamental Drawing, 
Architectural Drawing, Part 2, 
History of Architecture, 
Architectural Design. 



Arithmetic, 
Mensuration, 



Geometrical Drawing, 
Architectural Drawing, Part 1. 



TVe issue Circulars of Information in Tvhich the above 
Scholarships are described in detail ; they are sent free on 
application. "When sending for circulars please state the 
Course in which you are interested. 



THE CORRESPONDENCE SCHOOL OF ELECTRICITY. 



Scholarships. 



Subjects Taught. 



Mechanical- 
Electrical 
Scholarship. 



Electrical 
Power and 
Lighting 
Scholarship. 

Electric 
Lighting 
Scholarship. 

Electric 
Railway 
Scholarship. 

Wiring and 
Bell Work 
Scholarship. 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Heat, 

Geometrical Drawing, 

Mechanical Drawing, 

Steam and Steam Engines, 



Ap- 



Strength of Materials, 

Applied Mechanics, 

Steam Boilers, 

Machine Design, 

Principles of Electricity and 

pendix, 

Electrical Measurements and Appen- 
Batteries, [dix, 

Applied Electricity, 
Power Transmission, 
Dynamo-Electric Machine Design. 



Arithmetic, Mechanical Drawing, 

Mensuration and the Use of Letters Dynamos and Motors, 

in Algebraic Formulas, Electric Lighting, 

Mechanics, Electric Railways. 
Geometrical Drawing, 



Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Letters Mechanical Drawing, 



in Algebraic Formulas, 



t Mechanics, 



Arithmetic, 

Mensuration and the Use of Letters 

in Algebraic Formulas, 
Mechanics, 



Dynamos and Motors, 
Electric Lighting. 

Geometrical Drawing, 
Mechanical Drawing, 
Dynamos and Motors, 
Electric Railways. 



Arithmetic, Electric Light Wiring and Bell 

Mensuration and the Use of Letters Work, 
in Algebraic Formulas, 



AVe Issue Circulars of Information In AvMch the above 
Scholarships are described in detail; they are sent free 
on application. "When sending for circulars please state 
the Course In which you are interested. 



THE CORRESPONDENCE SCHOOL OF SHEET METAL PATTERN DRAFTING. 



Scholarships. 



Subjects Taught. 



Tinsmiths' 
Pattern Cut- 
ting Scholar- 
ship. 



Sheet Metal 
Pattern 
Drafting 
Scholarship. 



Arithmetic, Part I, Practical Projection, 

Elementary Free-Hand Drawing, Developments, 

Elementary Instrumental Drawing, Reading Working Drawings, 

Elementary Plane Geometry, Laying Out Patterns, 

Practical Plane Geometry, Patterns for Plain and Bent Work. 

Elementary Solid Geometry, 



Arithmetic, 
Mensuration, 

Elementary Free-Hand Drawing, 
Elementary Instrumental Drawing, 
Elementary Plane Geometry, 
Practical Plane Geometry, 
t Elementary Solid Geometry, 



Practical Projection, 

Developments, 

Reading Working Drawings, 

Laying Out Patterns, 

Patterns for Plain and Bent Work, 

Patterns for Formed Work, 

Properties of Materials. 



AVe issue Circulars of Information in which the above 
Scholarships are described in detail ; they are sent free 
on application. When sending for circulars please state 
the Course in which you are ixiterested. 



XI 



THE CORRESPONDENCE SCHOOL OF CHEMISTRY. 



Scholarships. 



Subjects Taught. 



Inorganic and 
Organic 
Chemistry 
Scholarship. 



Chemistry, 
Including 
Qualitative 
Analysis 
Scholarship. 



Arithmetic, Theoretical Chemistry, 

' Elementary Algebra and Trigone- Inorganic Chemistry, 

metric Functions, Organic Chemistry. 
Physics, 



Arithmetic, 

Elementary Algebra and Trigono- 
metric Functions, 
Physics, 



I 



Theoretical Chemistry, 
Inorganic Chemistry, 
Organic Chemistry," 
Qualitative Analysis. 



Chemistry, 
Including 
Qualitative 
and Quantita- 
tive Analysis 
Scholarship. 



Arithmetic, 

Elementary Algebra and Trigono- 
metric Functions, 
Physics, 
Theoretical Chemistry, 



Inorganic Chemistry, 
Organic Chemistry, 
Qualitative Analysis, 
Quantitative Analysis. 



We issue Circulars of Information in ^ivhich the above 
Scholarsliips are described in detail ; they are sent free on 
application. TVben sending for circulars please state the 
Course in Avhich you are interested. 



THE CORRESPONDENCE SCHOOL OF CIVIL ENGINEERING. 



Scholarships. 



Subjects Taught. 



Civil 

Engineering 
Scholarship. 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Heat, 

Geometrical Drawing, 

Mechanical Drawing, 

Elementary Graphical Statics, 

Strength of Materials, 

Analysis of Stresses, 

Proportioning the Material, 

Details of Construction, 

Details, Bills, and Estimates, 

Steam and Steam Engines, 

Steam Boilers, 

Locomotives, 

Descriptive Astronomy, 

Surveying, 



Land Surveying, 

Mapping, 

Railroad Location, 

Railroad Construction, 

Track Work, 

Railroad Structures, 

Elementary Chemistry, 

Economic Geology of Coal, 

Economic Geology of Metals, 

Blowpiping, 

Mineralogy, 

Drainage, 

Sewerage, 

Streets and Highways, 

Paving, 

Water Wheels, 

Hydraulic Machinery, 

Water Works, 

Dynamos and Motors, 

Electric Lighting, 

Electric Railways. 



xn 



Railroad 

Engineering 
Scholarship. 



f Arithmetic, 
Algebra, 
Logarithms, 

Geometry and-Trigonometry, 
Elementary Mechanics, 
Hydromechanics, 
Pneumatics, 
Geometrical Drawing, 
Mechanical Drawing, 



Strength of Materials, 
Surveying, 
Land Surveying, 
Mapping, 

Railroad Location, 
Railroad Construction, 
Track Work, 
Railroad Structures. 



Surveying 
and Mapping 
Scholarship. 



Bridge 

Engineering 
Scholarship. 



Arithmetic, Geometrical Drawing, 

Use of Letters in Algebraic Formulas, Surveying, 
Geometry and Trigonometry, Land Surveying, 

Logarithms, Mapping. 



' Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 
. Geometrical Drawing, 



Mechanical Drawing, 
Elementary Graphical Statics,, 
Strength of Materials, 
Analysis of Stresses, 
Proportioning the Material, 
Details of Construction, 
Details, Bills, and Estimates. 



Municipal 
Engineering 
Scholarship. 



Hydraulic 
Engineering 
Scholarship. 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Geometrical Drawing, 

Mechanical Drawing, 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Geometrical Drawing, 



Strength of Materials, 

Surveying, 

Land Surveying, 

Mapping, 

Drainage, 

Sewerage, 

Streets and Highways, 

Paving. 



Mechanical Drawing, 
Strength of Materials, 
Surveying, 

Steam' and Steam Engines, 
Steam Boilers, 
Water Wheels, 
Hydraulic Machinery, 
Water Works. 



"We Issue Circulars of Information In "wlilcli tlie above- 
Scholarshiips are described In detail ; they are sent free 
on application. When sending for circulars please state 
the Course in vyhlch you are interested. 



THE CORRESPONDENCE SCHOOL OF PEDAGOGY. 



Scholarship. 



Pedagogics of 
English 
Branches 
Scholarship. 



Subjects Taught. 



Pedagogics of Arithmetic, Pedagogics of Grammar, 

Pedagogics of U. S. Civil Govern- Pedagogics of Geography, 

ment, Pedagogics of Orthography. 
Pedagogics of U. S. History, 



\Ve issue Circulars of Information in ^vhich the above 
Scholarships are described in detail ; they are sent free 
on application. When sending for circulars please state 
the Course in which you are Interested. 



Xlll 



THE CORRESPONDENCE SCHOOL OF PLUMBING, HEATING, AND 

VENTILATION. 



Scholarships. 



Sanitary 
Plumbing, 
Heating and 
Ventilation 
Scholarship. 

Sanitary 
Plumbing 
and Gas- 
Fitting 
Scholarship. 

Sanitary 
Plumbing 
Scholarship. 

Gas-Fitting 
Scholarship. 



Heating and 
Ventilation 
Scholarship. 



Subjects Taught. 



Arithmetic, 

Mensuration and the Use of Letters 

in Algebraic Formulas, 
Mechanics, 

Geometrical Drawing, 
Mechanical Drawing, 
Plumbing and Drainage, 
Gas and Gas- Fitting, 



Electric Light Wiring and Bell 
Work, 

Principles of Heating and Ventila- 
tion, 

Steam Heating, 

Hot-Water Heating, 

Furnace Heating, 

Ventilation of Buildings. 



' Arithmetic, Mechanical Drawing. 

Mensuration and the Use of Letters Plumbing and Drainage, 

in Algebraic Formulas, Gas and Gas-Fitting, 

Mechanics, Electric Light Wiring and 
Geometrical Drawing, Work. 



Bell 



Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Letters ^Mechanical Drawing, 

in Algebraic Formulas, Plumbing and Drainage. 

Mechanics, 



f Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Letters Mechanical Drawing, 
in Algebraic Formulas, Gas and Gas-Fitting, 

Mechanics, Electric Light Wiring and Bell Work 



Arithmetic, 

Mensuration and the Use of Letters 

in Algebraic Formulas, 
Mechanics, 
Geometrical Drawing, 
Mechanical Drawing, 



Principles of Heating and Ventila- 
tion, 
Steam Heating, 
Hot- Water Heating, 
Furnace Heating, 
Ventilation of Buildings. 



"We Issue Circulars of Information in -which the above 
Scholarships are described in detail ; they are sent free on 
application. TThen sending for circulars please state the 
Course in -which you are interested. 



OFFICERS OF INSTRUCTION AND GOVERNMENT. 



T. J. FOSTER, 

Manager. 

J. J. CLARK, M. E., 

Assistant Manager. 



TEXT-BOOK DEPARTMENT. 

CARL G. BARTH, Mechanical Engineer, 

Professor of Applied Mechanics. 

G. A. GOODENOUGH, B. S., 

Professor of Theoretical Mechanics. 

H. ROLFE, Mechanical Engineer, 

Professor of Steam Engineering. 

E. W. ROBERTS, M. E., 

Professor of Physics. 

HERMAN A. STRAUSS, E. E., 

Professor of Electrical J^ngineering, 

WILLIAM TATE, E. M., F. G. S., 

Professor of Mining Engineering. 

A. LLANO, C. E., 

Professor of Civil Engineering. 

GEORGE McC. ROBSON, M. A., 

Professor of Mathematics. 

H. N. RAMSEY, E. E., 

Associate Professor of Electrical Engineering, 

L. L. LOGAN, E. M., 

Professor of Mine Surveying. 

LOUIS A. OSBORNE, 

Professor of Architectural History and Design. 

HARRIS C. BLANCHARD, 

Professor of Building Construction. 

WILLIAM A. GORMAN, 

Professor of Architectural Drawing. 

CLENDINNING A. THOMPSON, 

Professor of Constructive Art. 

MAURICE M. SLOAN, 
Professor of Iron and Steel Construction. 

ROBERT YARROW, Kensington Art Schools, 
Professor of Decorative Art. 
xiv 



SCHOOL OF MATHEMATICS AND PHYSICS. 



FRED. V. MOSS, M. S., 
Principal. 



INSTRUCTORS. 
A. C. COLLIGAN, 
G. M. FREEMAN, 
C. V. MALONEY, 

M. M. McLaughlin, 

G. E. McDERMOTT, 

m. e. hurst. 



S. L. COLEMAN, 
N. M. CADDEN, 
C. R. O'HARA, 
M. A. LYNCH, 
L G. SOMMARS, 
A. T. MAHON. 



SCHOOL OF MECHANICAL ENGINEERING. 

C. P. TURNER, M. E., 

Principal. 



INSTRUCTORS. 



L. E. RAFTER, 
M. J. BRENNAN, 
G. N. SHOPLAND, 



M. R. HORAN, 
J. E. GAVIGAN, 
C. M. RELPH. 



SCHOOL OF MINING ENGINEERING. 

(coal mining division.) 

J. T. BEARD, E. M., 

Principal. 



L. V. MALIA, 
M. A. HASTINGS, 
N. L. REARDON, 
B. A. BYRON, 



INSTRUCTORS. 



M. A. O'DONNELL, 
L. E. O'NEILL, 
J. A. WALTON, 
L. F. CLARK. 



SCHOOL OF MINING ENGINEERING 

(metal mining division.) 
J. E. DWELLE, E. M., 

Principal. 



A. C. THOMPSON, 



INSTRUCTORS. 
F. H. LERCHEN, E. M., 



S. G. DOUGHERTY. 

XV 



SCHOOL OF CIVIL ENGINEERING. 

BENJAMIN F. LA EUE, Civil Engineer, 
Principal. 

INSTRUCTORS. 

L. RECHSTEINER, J. M. THOMAS, 

B. E. CONGER, L. J. WEAVER, 
M. L. MOFFITT, C. SCHUBERT, 

M. A. CALLAHAN. 

SCHOOL OF ARCHITECTURE. 

W. SCOTT-COLLINS, Architect, 

Principal. 

INSTRUCTORS. 
L. M. DONNEGAN, A. E. BRECK, E. E. FASSETT. 

SCHOOL OF PLUMBING, HEATING, AND VENTILATION. 

T. N. THOMSON, Sanitary Engineer, 
Prijicipal. 

INSTRUCTORS. 
K. M. ORR, C. M. KIMBLE. 

SCHOOL OF ELECTRICAL ENGINEERING. 

W. H. DONNER, Electrical Engineer, 
_ Principal. 

INSTRUCTORS. 

K. G. MALIA, A. A. HINE, 

S. J. GAA^AN, N. HART, 

M. BOLAND, A. L. NICOLS. 

SCHOOL OF DRAWING. 

L. H. KJELLSTEDT, C. L, 

Principal. 

INSTRUCTORS. 

F. M. SCOTT, L. McANDREWS, 

C. COKELY, M. D. LANGAN, 
F. I. MELLON, A. WILLIAMS, 
M. D. MURPHY, A. G. BLEWITT, 
C. B. EDSON, A. A. CALLAHAN, 

N. LOFTUS. 
xvi 



SCHOOL OF ENGLISH BRANCHES. 

C. W. FAUST, M. of E., 

Principal. 

INSTRUCTORS. 
B. C. CONGER, L. CONNER, M. VON PLEES. 

SCHOOL OF BOOKKEEPING AND STENOGRAPHY. 

N. H. PROUTY, 
Principal. 

INSTRUCTOR. 
R. W. KELLOW. 

SCHOOL OF SHEET-METAL PATTERN DRAFTING. 

A. LANGERFELD, 

Principal. 

SCHOOL OF CHEMISTRY. 

G. H. DIMPFEL, Ph.D., 
Principal. 

SCHOOL OF PEDAGOGY. 

WM. B. RIDENOUR, A. M., 
Principal. 

ILLUSTRATING DEPARTMENT. 

CHAS. J. HAYES, 

Giief. 

DRAFTSMEN. 
JOHN A. GRENING, HARRY ARTLEY, 

D. COMINGS, WALTER C. FELLOWS, 

RUDOLPH PRESCH, ADAM KAUFMAN, 

MICHAEL J. SCANLON, FRED. G. WARING, 

HENRY LITT, MILTON CONNEL, 

EMIL MOODY, E. H. MAROT. 

xvii 



STUDENTS AND GRADUATES, MARCH, 1898. 



UNITED STATES. 

Alabama ,- 323 

Alaska 27 

Arizona 132 

Arkansas 125 

California 1,109 

Colorado 752 

Connecticut '. 2,825 

Delaware 165 

District of Columbia 185 

Florida 178 

Georgia 194 

Idaho 152 

Illinois 2,092 

Indiana 667 

Indian Territory 73 

Iowa 673 

Kansas 343 

Kentucky 172 

Louisiana 205 

Maine 370 

Maryland 422 

Michigan 838 

Massachusetts 3,623 

Minnesota 396 

Mississippi 185 

Missouri 620 

Montana 469 

Nebraska 224 

Nevada 79 

New Hampshire 218 

New Jersey 1..228 

New Mexico 125 

New York 4,132 

North Carolina ^ 145 

North Dakota 66 

Ohio 1,729 

Oklahoma 33 

Oregon 251 

Pennsylvania 6,818 

Rhode Island 726 

South Carolina 158 

South Dakota 106 

Tennessee 191 

Texas 416 

Utah 264 

Vermont 158 

Viiginia 337 

Washington 416 

West Virginia 317 



Wisconsin 
Wyoming . 



CANADA. 

Alberta 

Assiniboia 

British Columbia 

Manitoba 

New Brunswick 

Nova Scotia • 

Ontario 

Prince Edward Island 
Quebec 

MEXICO. 

Aguas Calientes 

Chiapas 

Chihuahua 

Coahuila 

Durango 

Guanajuato 

Hidalgo 

Jalisco 

Lower California 

Mexico 

Michoacan 

Nuevo Leon 

San Luis Potosi 

Sinaloa 

Sonora 

Tamaulipas 

Vera Cruz 

Yucatan 

Zacatecas 



CENTRAL AMERICA. 

WEST INDIES. 

Antigua 

Cuba 

Hayti 

Jamaica 

Saint John 

Santo Domingo 



574 
99 

33 

27 

304 

66 

98 

205 

436 

9 

178 

1 
1 

10 

12 

17 
8 

13 
7 
3 

22 
1 
7 

11 
1 

15 
5 
5 
2 
7 



BERMUDA . 



GREAT MIQUELON. 
NEWFOUNDLAND... 



SOUTH AMERICA. 

Brazil 

British Guiana 



Chile 

Colombia 

Ecuador 

Venezuela 

EUROPE. 

Belgium 2 

Denmark 2 

England 53 

3 

8 

1 

1 

1 

13 

2 

2 

2 



France 

Germany 

Gibraltar .... 

Italy 

Russia 

Scotland 

Spain 

Sweden 

Switzerland. 
Wales ; 



ASIA. 

Asia Minor 1 

Burmah 1 

Ceylon 1 

China : 4 

India 12 

Japan 20 

Java 1 

Siam 3 

Straits Settlements 3 



AFRICA. 

Angola 

Cape Colony 

Congo 

East Africa 

Madagascar 

Madeira 

Mashonaland 

Mauritius 

Namaqualand 

Natal 

Rhodesia 

South African Republic 
Zanzibar 



OCEANIA. 

Australia 

Hawaiian Islands 

New Zealand 

Tasmania 



13 

19 

12 

6 



Note. — Any one desiring may verify these figures by calling at our offices, 
at Scranton, Pa. 



XVlll 



History of 
Correspond- 
e n c e I n- 
str action. 



Application 
by Us to the 
Theories o f 
the Trades. 



THE INTERNATIONAL CORRESPONDENCE 

SCHOOLS. 

, "To be accurate, write; 
To remember, write." 

The International Correspondence Schools were first to give 
instruction by correspondence in the theories of the trades 
and engineering professions, and have done more within the 
last five years to benefit miners, mechanics and others in need 
of technical instruction than any other educational institution. 
The system of instruction thus originated has developed into 
the largest technical school in the world, has overcome the 
difficulties which attend these classes in their efforts to educate 
themselves at night school or by home study with text-books, 
has placed technical education within the reach of thousands 
who would otherwise have remained in ignorance of the theo- 
ries of their trades, and has helped hundreds to become super- 
intendents, foremen, draftsmen, engineers, etc. who, without 
it, would never have obtained such positions. 

The man who first transmitted written intelligence to his 
neighbor originated correspondence instruction, and it has 
always been largely used among civilized people. All who are 
familiar with the New Testament know how generally the 
method was employed two thousand years ago. 

The man who reads the world's doings in the newspapers, or 
the mechanic who is kept informed of the progress in his trade 
by his favorite technical journal is instructed in a measure by 
correspondence ; and to a greater or less degree the same prin- 
ciple is made to contribute to all mental improvement. 

In the last twenty-five years the method has come into more 
general use, but until within a very few years all teaching by 
correspondence was conducted with regular text-books, which 
are not as well adapted to correspondence instruction as text- 
books especially prepared for the purpose. Most workingmen 
do not have the preliminary education to understand ordinary 
text-books. Neither have they time to waste in studying 
things they will never use. In The International Correspond- 
ence Schools these conditions are met by courses of instruc- 
tion which begin at the beginning, require only a knowledge of 
reading and writing on the part of the student to commence, 
and for which the Instruction and Question Papers and Draw- 
ing Plates used in teaching have been expressly written and 
illustrated. To do this writing and illustrating has required 
an expenditure of nearly $200,000, but without it such growth 
as these Schools have experienced would have been impossible. 

19 



20 



THE CORRESPONDENCE SCHOOL OF 



An Original 
Un d e r t a k - 
ing. 



Its Great Suc- 
cess. 



RAPID GROWTH. 

In the month of August, 1891, the work of the first course 
( what is now the Complete Coal Mining Course ) was laid out, 
and the decision was made to prepare for use instead of text-books a 
series of Instruction Papers which should embody in the fewest and 
plainest words everything necessary to a complete understanding of 
the subject. From this decision dates the beginning of corre- 
spondence instruction as now conducted. 

The course became popular at once, because it presented to 
miners and mine officials an opportunity to obtain a syste- 
matic, thorough, and concise course of home instruction in the 
theory of coal-mining. Within one year, over one thousand 
men enrolled, and the great value of the new method of teach- 
ing to the large class who desire to obtain technical educa- 
tions but cannot leave home or quit work to attend the regular 
schools was demonstrated. 

Early in 1892 the demand from machinists and others who 
wished to qualify to become mechanical engineers and drafts- 
men became so urgent that the preparation of the Complete 
Mechanical and Mechanical Drawing Courses, intended espe- 
cially for these classes, was commenced. Within eighteen 
months from their establishment, over two thousand enrolled 
in them. 

Since that time courses in Steam Engineering, Electricity, 
Architecture, Architectural Drawing, Civil Engineering, Bridge 
Engineering, Railroad Engineering, Surveying and Mapping, 
Municipal Engineering, Hydraulic Engineering, Plumbing, 
Heating and Ventilation, Chemistry, Sheet Metal Pattern 
Drafting, Pedagogy, English Branches, Bookkeeping, Sten- 
ography, etc. have been added, and the Schools have con- 
tinued to grow until instruction is "now given in over forty 
Scholarships. A large enrollment in every quarter of the 
globe attests the great and growing appreciation by working- 
men everywhere of the work we are doing in placing the gist 
of college educations within their reach. 

The Schools are not, however, intended to take the place of 
the regular technical schools and colleges, and those who are 
in position to attend such institutions are advised to do so. 
Our province is to provide education for the thousands who 
must improve themselves at their own homes after working 
hours, or not at all. For the first time, a practical and efficient 
system of instruction is offered to these classes. 

Correspondence instruction is adapted to all. We accept 
students of any nationality or color, sex or religion, from ten 
years old upward, and point with well-earned pride to the 
thousands whom we have benefited. Heretofore, age, time, 
and expense have largely controlled the educational acquire- 
ments of men. None of these factors are now barriers to 
advancement. By the correspondence method those of mature 
years may benefit themselves as well as the young and inex- 
perienced. The value of every hour is enhanced by the ability 
to use it in preparing for advancement. The expense is 
reduced to a minimum. 



Complete 
Median i c a 1 
and Mecliaii- 
ical D X* a TV - 
ing Courses. 



Steam Engi- 
neering, 
Elect ri cal , 
Arcliitec- 
tural, Civil 
E ngineering 
and Other 
Courses. 



Prac tical 
Plan of 
Home Study. 



Adapted to 
the Needs of 
All. 



STEAM ENGINEERING. 



21 



Our Success 
in Teaching. 



Persons who think of enrolling and who wish evidence 
regarding the method of instruction, from those who have 
already tried the plan, should write us, and we will send them 
a copy of a book of testimonials, or the name and address of a 
student in any locality, to whom they can write for information. 



Short lies 
sons. 



How the Stu- 
dent Studies. 



Correction of 
His Work. 



Perc e n t a g e 
Marks. 



How the Stu- 
dent is Kept 
a.t "Work. 



METHOD OF TEACHING. 

The method of instruction in such subjects as can be taught 
without the use of apparatus or instruments, is as follows : 

The Instruction Papers which are the text-books for our 
students are printed pamphlets or books of 30 to 150 pages, 
and are accompanied by Question Papers. 

When a student enrolls he receives the first two sets of 
Instruction and Question Papers. Accompanying these are 
printed instructions telling him what his class letter and num- 
ber is, how to proceed with his work, and how to study. After 
reading these instructions the student studies his first Instruc- 
tion Paper. The first subject is either arithmetic or drawing, 
but whichever it is it is commenced at the very beginning, on 
the assumption that the student knows nothing of it, and the 
ground is covered in the clearest and most concise language. 
Usually the first subject is arithmetic. 

After having mastered the first Instruction Paper, the student 
lays it aside and takes up his Question Paper (which contains 
many practical problems), and answersin turn every question, 
upon sheets of foolscap, writing on one side of the paper only ; 
he then puts his work in an addressed envelope (which is pro- 
vided for the purpose) and mails it. 

When a set of answers is received by the School, it is exam- 
ined with the utmost care ; all errors are corrected in red ink, 
and the work is returned with such suggestions and criticisms 
as enable the student to understand the subject. Every mistake 
is pointed out and everything fully explained. 

The Instructors take pains to make the student feel that 
the comments made are for his best interests. Experience has 
shown that written criticisms make more lasting impressions 
than verbal ones. 

A percentage mark is given according to merit. If the paper 
does not deserve 90 per cent., the student is required to rewrite 
the incorrect part until he satisfies the Instructor that he 
understands it. If necessary, additional work is given him. 
The student is kept at the subject until he has learned it. 

When students do not receive 90 per cent., which is not 
often, the trouble is almost always traceable to their failure 
to study the Instruction Papers carefully. The Instruction 
Papers are so plain that any who will study them as directed 
can understand them, and so complete that any who understand 
them can readily answer all the questions asked. 

When the student mails his work on Question Paper No. 1, 
he commences the study of Instruction Paper No. 2, and pro- 
ceeds with it as with the previous Paper. 



22 



THE CORRESPONDENCE SCHOOL OF 



H e Receives 
Personal 
Assistance. 



Full Expla- 
nations. 



Bound Vol- 
umes of In- 
str uc t i o n 
and Question 
Papers. 



All Text- 
Books are 
Tree. 



School 

Records. 



When he has gained a passing-mark in Question Paper No. 1, 
his work is returned to him to keep, and at the same time 
Instruction Paper No. 3 and Question Paper No. 3 are sent 
him. 

When he receives No. 3 Papers, he lays them aside until h.e 
has finished No. 2. When he mails his work on No. 2, he takes 
up No. 3, and when his work on No. 2 is returned to him, he 
is sent No. 4 Papers, and so on. By this system he has always- 
a set of Papers on hand to study while the work on the other 
set is going through the mails. 

When a student meets with difficulty in understanding any- 
thing in the Papers, the Instructors of the School come to hi& 
assistance through the mails. 

For this purpose each student is furnished by the School, free 
of charge, with addressed envelopes and information blanks. 
A copy of the latter is printed on the next page. 

When the student has given a subject a thorough trial and 
cannot understand it, all he has to do is to state his difficulty 
on one of these blanks, and mail it. 

When this is received, the Instructor answers it by return 
mail. He explains fully, if it requires a dozen sheets of paper to 
do so. 

We would rather have a student write to us for explanations 
every day, than fail to understand a principle or anything 
treated of in the Instruction Paper. 

In addition to the Instruction and Question Papers furnisjied 
to him to study from, the student receives when he enrolls, 
and without extra charge, (except for expressage or freight),. 
a complete set of bound volumes of all the Instruction Papers, 
Question Papers, Keys, etc., used in the said course of instruc- 
tion, together with the Tables belonging thereto and an abstract 
of all the Formulas used in the course, all fully indexed, 
and bound in half leather. 

The Instruction and Question Papers are the only text-books 
the student requires. They become his property, and are not 
returned to us. 

We pay all postage in sending all other books, papers or 
communications to the students. They pay the postage on 
their mail to us. 

When a man has completed a course he must pass a final 
examination before he is given a Diploma or Certificate of 
Proficiency. 

The records kept are very full. They form a complete 
school history of the student from his enrollment until he 
receives his Diploma. 

They contain not only the percentages given upon each 
Plate and Question Paper, but such details of his work as to 
enable us to form an accurate opinion of his ability and status 
as a student. 



Information 
Blank. 



STEAM ENGINEERING. 23 



The International Correspondence Schools. 

SCRANTON, PA., U. S. A. 

Observe the following Points winen Using this 
INKORMATION BLANK: 

When to be (1) Use it whenever, after a fair trial, you cannot nnder- 
XJsed. stand the principles stated In the Instruction Papers or can- 

not work the problems in the Question Papers. 

(2) Be sure to give ALL. the data asked for on this blank. 
How to be (3) When asking for information regarding an example, 
XJsed. the printed answ^er of which you are unable to obtain, 

AL^VAYS SEND US YOUR SOLUTIONS or your work as 
far as you can go, thus we can see just where your error 
lies, if any exists, and we can give you exactly the infor- 
mation you need. Sometimes your answers may differ 
from ours ow^ing to the number of decimal places carried 
(usually, four are sufficient, but some calculations require 
more). We make no deduction from your mark in such 
cases provided your work and principle are correct. 

(4) ALWAYS WRITE YOUR ADDRESS IN FULL ON 
EVERYTHING YOU SEND US. 



USE THE YELLONW BLANK LAST. 

Name of Student Class Letter and 

No. Post-office State 

No. of Question Page 

In the edition of Paper, subject 



Date : 1S9 



24 



THE CORRESPONDENCE SCHOOL OF 



Unsurpass e d 
Method of 
Teachiing 
Dra"wing. 



Every Draw- 
ing Original 
With Us. 



Instr notion 
Carefully- 
Graded. 



HOW DRAWING IS TAUGHT. 

Our method of teaching drawing is original, practical, and 
unsurpassed in any school in the world. It is unequalled ex- 
cept in a very few regular universities and technical colleges 
of the highest grade. None have ever failed to learn to draw 
by our method when they have followed our instructions. 
Many have been qualified to fill positions as draftsmen who, 
before they enrolled with us, had never used a drawing pen 
or pencil, and w^hose hands and fingers were as rough and 
stiff, because of hard work, as they could well be. 

It seems an incomprehensible thing to many how drawing 
can be taught through the mails, yet we have qualified thou- 
sands to make neat, well-lettered drawings without ever see- 
ing or conversing with them. This is due to the merit of our 
Instruction Papers on drawing, to the care taken in correcting 
the work of students, and to the character of the model draw- 
ings which we send to students to work from. All of these 
drawings are made with pen and ink in our own establish- 
ment, and the copies sent to students are printed from zinc 
etchings made from them by the photographic process. The 
preparation of these drawings has taken ' much time and 
money. 

In our drawing courses the student is not required to draw 
first a hard plate, then an easy one, then a hard one, and then 
another easy one, etc. His first plate consists of a few simple 
straight and curved lines, his second is a little more difficult, 
his third still more so, and so on. The last plates in the 
course are as difficult as any ordinary draftsman is ever called 
upon to draw, and by the time our students reach the last 
plates in their courses, the work which they do upon them will 
compare very favorably with that done by any draftsman. 

When the student is ready to take up this subject, the first 
Instruction Paper in drawing, together with an empty mailing 
tube, is sent to him. This Instruction Paper contains detailed 
instructions on the use and care of the drawing instruments, 
on penciling, inking, etc., and also for drawing the first few 
plates. 

The student studies the Instruction Paper and draws Plate I, 
which when completed he sends to us, in the mailing tube 
above mentioned, for examination and correction. 

When the plate is received at the School, the Instructor in 
drawing examines it carefully and notes upon it in pencil the 
points in which it can be improved and his suggestions for the 
guidance of the student. If necessary, he writes a letter cover- 
ing everything thoroughly, so that the student may have full 
benefit of his knowledge and experience. 

The plate is then returned, with these criticisms and sugges- 
tions, to the student. If he has not received a mark of 90 per 
cent., he is obliged to redraw it until he does, which will not be 
until we are satisfied with the neatness and accuracy of the 
drawing, and believe that he thoroughly understands the prin- 
ciples involved. 



First In- 
struction 
Paper and 
Drawing 
Plates. 



Important 
TVork of the 
Instructor. 



STEAM ENGINEERING. 



25 



Order 
Work. 



of 



Second In- 
struction 
Paper. 

Tracings and 
Blue-Prints. 



When the student receives a passing-mark on Plate I, he 
sends us Plate II, on which he has been working while Plate I 
has been in our hands, and begins work on Plate III. 

The student is required to make from fifteen to forty plates 
and two or more tracings, depending upon the course in which 
he enrolls. The plates and tracings, excepting the first few, 
which are drawn from directions in the first Instruction Paper, 
are furnished to the student one at a time in the same order as 
the Instruction and Question Papers in other subjects. Tluis, 
when Plate YIII is returned to the student, it is accompanied 
by a copy of Plate X, and so on. In this way the student is 
never out of work, but we do not send plates in advance of the 
order in which we have arranged them for teaching. 

In due order and with the proper plate the second Instruc- 
tion Paper in drawing is sent to the student. This explains 
the advanced principles, gives directions for the work on the 
remaining plates, and contains full instructions for tracing, 
preparing blue-print paper, and taking blue-prints. 

We reserve the privilege, provided we desire to exercise it, 
of retaining several of the plates made by each of the students, 
to show the progress they make. 



Deflcien c i e s 
In Education 
Can be Made 
Up. 



Individual 
Ins truction 
at Time and 
Place Best 
Suited to 
Student. 



ADVANTAGES OF CORRESPONDENCE 
INSTRUCTION. 

Our method fills a great want, and fully fills it. It is an 
opportunity for the indigent student to get an education ; for 
the superintendent of an engineering establishment, who, by 
his natural gifts, has attained a position of prominence, to make 
up the defects in education which hamper him in his efforts to 
climb higher ; for the ambitious workingman to secure inde- 
pendence ; for the poor man to redeem himself from poverty. 
He can study and work at the same time ; improve his mind 
and use his hands to earn the money to support himself and 
family ; make use of the odd bits of time, which, wasted, are 
not even missed, but which will enable him in a few years to 
become a leader in any department of knowledge. 

By the correspondence method each student is a class in 
himself. 

He can select his own time for study and can carry his 
studies with him, so that whenever and wherever he has 
any spare time he can make good use of it. 

Wherever the mails go the student can be taught, so that 
locations may be changed as often as desired. 

He can study at home without interfering with his work or 
social engagements. He loses no time in going to and from 
school. 

When he has studied as long as he wishes he can retire, as 
he is at home and need not make a long trip on foot or in some 
conveyance. 



26 



THE CORRESPONDENCE SCHOOL OF 



The education goes to the student instead of the student 
going to the education. 

Correspondence instruction strengthens those faculties which 
are particularly called into play at examinations — the power 
to correctly and promptly write out on paper answers to 
questions asked. Many a candidate has failed at an examina- 
tion, because he was not able to write out answers to the ques- 
tions fully and clearly, although he knew what the answers 
should be. 



Qualifies for 
Written Ex- 
aminations. 



Instr u c t i o n 
Confidential . 

Requires 
T h o r o u gh.- 
ness. 



Forms Habits 
of Accuracy. 



Close Rela- 
tions of In- 
structor and 
Student. 



When we write we unconsciously seek to express our ideas 
in as concise a manner as possible, for the reason that writing 
is more difficult than speaking. The ability to express things 
concisely is of great importance to every person. 

The correspondence student does not need to expose his 
ignorance to his associates. 

In his recitations a smooth tongue will not aid him to con- 
ceal his ignorance of a subject. What may seem when spoken 
to be an intelligent, clear explanation of a subject, when 
written often appears indefinite, vague, and unsatisfactory. 
Written lessons are subject to more searching scrutiny than 
oral lessons. The correspondence student soon learns what 
every student must, that only persistent toil can crown his 
efforts with success. This creates self-dependence. 

Every part of a correspondence lesson can be gone over 
repeatedly until it is fully understood. 

Even the misfortune of partial or entire lack of occupation 
may be turned to advantage by this method of home study. 

The method tends to form habits of accuracy, since nothing 
can be skipped and the whole lesson must be learned and 
written. 

Wise direction through correspondence by competent In- 
structors will produce better results than can be expected 
from unaided individual efforts, but while the student has the 
most skilful direction in his studies he is at the same time his 
own schoolmaster, and pursues his work without fear, con- 
straint, or obligation. He studies because he desires knowledge 
which will aid him in his efforts for advancement, and not 
because he is obliged to. 

The relations of Instructors and students are more personal 
than is possible by any other system. In some colleges 
teachers have classes so large that they do not even know the 
majority of their pupils by sight. In such classes it is impos- 
sible for a student to receive personal instruction. The teacher 
cannot even give his whole attention to the one pupil who is 
reciting. He is obliged to keep the large class in order, and 
so necessarily is less careful than if occupied with but one at 
a time. On the other hand, the correspondence Instructor, in 
reviewing and correcting the work of one student at a time, is 
interested in him alone, and therefore can better see his 
defects. He does not know his pupil, and cannot be influ- 
enced by him in any way. 



STEAM ENGINEERING. 



27 



No Fixed 
Time for 
the Comple- 
tion of Our 
Courses. 



OUR IMPROVED METHOD. 

Recognizing that men who have but little time to devote to 
study should not be bound to a fixed time for the completion 
of their courses, The International Correspondence Schools do 
not have a fixed time for the beginning or completion of any 
course or any part of it. Persons may enroll at any time ; 
their instruction is commenced immediately, and we enter 
into a definite agreement with each one that as soon as his 
Scholarship is paid in full it shall be non-forfeitable, and 
continue in force until instruction is furnished in all the 
subjects included in it ; that the student may lay aside his 
studies as often as he may find it necessary, and resume them 
again when he finds it convenient; that when Scholarships 
are purchased on the installment plan they are not forfeitable 
for failure to pay the installments promptly, and that if at 
any time the student desires to stop studying, he has the 
right to sell or give his Scholarship to some other person. 

Special information is furnished students as often as desired, 
on blanks supplied by the School. 

We write and illustrate, expressly for the purpose, all the 
text-books we use in teaching. This is necessary in order to 
insure the highest degree of accuracy, completeness, concise- 
ness and simplicity. \Ve employ a large staff of engineers and 
draftsmen exclusively in this work. 

Our text-books are original in composition and illustration, 
and are not compilations from other technical works. Only 
the most competent engineers are engaged to write them. 
Each paper is edited by several other engineers, well versed 
in the subject of the paper. Two expert operators check on 
calculating machines every calculation. A large and costly 
library of standard scientific and technical works is at hand 
for reference. Our text-books contain fewer errors than any 
other text-books on the subjects of which they treat. 

All of our papers are written from the standpoint that the 
student has no other source of information. Our Instructors 
in writing the papers endeavor to place themselves in the 
position of persons ignorant of the subject and then try to 
explain the various points. They try to provide for all the 
difficulties that will be likely to beset the students, and as a 
result, many things of great importance in practical work, 
which receive little or no attention in ordinary text-books, 
are treated fully. Nothing of value is omitted from any 
course. 

In explaining a subject our instructors make every point 
clear, regardless of the space required to accomplish it, but at 
the same time every paper is made as concise as the nature of 
the subject will permit. Our students are not carried so deeply 
into some subjects as in the regular technical schools, because 
we leave out everything not necessary for them to learn in 
order to master the subjects we are teaching them. The study 
of scientific subjects is always interesting, and helps to train 
the mind, but our students are busy men who cannot afford to 



Scholar ships 
Non-forfeit- 
a b 1 e and 
Trans f er- 
able. 



We Write and 
Illustrate 
Our T e X t - 
Books. 

Our Text- 
Books Are 
Accurate. 



We Take 
Nothing for 
Granted. 



Unnecessary 
Matter Left 
Out. 



28 



THE CORRESPONDENCE SCHOOL OF 



Simplicity 
Secured at 
Any Cost. 



waste a minute in learning things unnecessary to a thorough 
knowledge of the theory of their occupations. 

Our Instruction Papers are written in clear, simple language, 
as free as possible from technical terms. Illustrations, wher- 
ever they will make the text plainer, are used freely. Great 
pains is taken to make the construction of sentences, the 
paragraphing, punctuation, etc., such as will make the 
meaning of the author clear, and the paper easier to study. 
Words whose meanings are not generally understood are 
avoided wherever possible for those more commonly used. 
The plan of simplicity was not adopted because we expected 
to teach only men of limited education, but because simple 
language is more readily comprehended by all. One of the 
greatest troubles with ordinary text-books is that they are 
written for men of scientific attainments. 

Careful Prep- The aim kept in view in the preparation of our Instruction 
aration and Papers has been to make them thorough, modern and plain. 
Revision. We aie constantly revising our texts, some of which are in the 

fifth edition. 

Every Scholarship includes a complete duplicate set of bound 
volumes of all the Papers used in the Course. 

When the student enrolls he is first taken in hand by a 
competent Instructor in mathematics. This teacher does not 
ask what the student knows or does not know. He assumes 
that he knows nothing and begins with him at the beginning 
of arithmetic. Sometimes a student says, "I don't want to 
bother with these things," but he is ready to confess after- 
ward that the preliminary drill in arithmetic has made him 
more efficient. 



System 

Thorough. 



Particular 
Attention 
to Back^vard 
Students. 



After the student is through with arithmetic he is taken 
into the other subjects, and goes through in regular order the 
mathematical and physical studies before he is allowed to 
undertake the advanced subjects. He masters each Instruc- 
tion Paper in order, and his work is examined and passed 
upon by the Instructors, subject by subject, as he completes 
it. The student must be thorough, as he cannot advance 
unless he is proficient in preceding lessons. He must know 
arithmetic before he can study mensuration or algebra, and 
when he gets as far as the last subject in any of our technical 
courses, he has completed all the subjects entering into a com- 
plete education in the branch of engineering he is studying. 
Our system thus overcomes the greatest objection to self-educa- 
tion by text-books, night schools, etc. — i. e., that many of 
those compelled to resort to such aids to self-education read or 
study on so desultory a plan that they learn few things 
thorough 1}'. 

We make our students do their work as it ought to be done, 
allow no medium papers to pass, and correct every error. 
When the answer papers are examined we even correct and 
criticise the punctuation, capitalization, spelling and penman- 
ship. The poorly written, poorly expressed paper receives 
as careful examination and consideration as the good one. 



STEAM ENGINEERING. 



29 



Au Inexpen- 
sive Method. 



Students are surprised in many instances to see with what care 
their work is examined, and how clearly and with what 
apparent ease they are helped to master portions whicli 
puzzled them. A successful teacher once said, "The true art 
of teaching consists in knowing how to suggest." 

Our method is much less expensive than any other, for the 
reason that our students do not need to purchase any text- 
books whatever. 



Cor respond- 
ence Les- 
sons Require 
Close Atten- 
tion. 



Tlie Teacher 
Ins true t s 
One Pupil at 
a Time. 



TVritlng a 
LjessonHelps 
One to Re- 
member It. 



Dull Students 
Succeed as 
AV e 1 I as 
Bright Ones. 



COMPARED WITH REGULAR SCHOOLS. 

To take a course in a regular technical college is the best 
way to secure a technical education, but it is not possible for 
busy men to attend colleges. 

Our Schools are not intended to fill the place of these, but 
there are, nevertheless, some respects in which our method of 
teaching is superior to all other systems. 

In any class lecture the attention may be drawn away by 
the surroundings. Oral explanations cannot always be 
grasped and retained in the memory as they are given, and 
while the student is thinking over a portion of the lesson, the 
teacher may get ahead of him ; and if he loses part of the 
lesson, he cannot understand the remainder. The directions 
and instructions given are general, and the student oftentimes 
fails to get assistance on the point which, in his case, is most 
necessary. On the other hand, the correspondence student 
goes from one point to another only as he masters the previous 
one ; further, his recitations being written, bring out clearly 
every weak point and enable the Instructor to know just how 
to proceed. 

The correspondence teacher comes in closer contact with the 
student than do teachers instructing large classes. When the 
Instructor is correcting the work or giving aid to the corre- 
spondence student, his mind is occupied with him alone. 
This results in better work on the part of the Instructor for 
the student than is possible when his attention is divided. 

To remember a thing it is necessary to learn it well. To 
learn it well the attention must be fixed, so that a complete 
and clear impression may be made on the mind. It will be 
admitted that a thing which is both heard and read, better 
commands the attention, and is better understood than if 
heard only or if read only, and it is equally true that things 
which are read until they are understood and are afterward 
written down, are better remembered than those which are 
read only. They are remembered better because they are 
learned better. 

Practice obtained by correspondence students in writing all 
their work is a great benefit in preparing them to successfully 
pass written examinations. 

Each student is a class by himself, and his progress depends 
upon the time he can devote to study. One man may get 
through in a year, whereas it may take another longer, but he 
reaches the goal all the same. This is more than can be said of 



.30 



THE CORRESPONDENCE SCHOOL OF 



the regular schools, since in all of them students must keep up 
with the classes or drop the studies. 



Nothing In- 
terrupts the 
AVork. 



T3ooks, Trans- 
portation, 
Board, Etc., 
Saved. 



Competent 
Instructors. 



There are no vacation seasons. Nothing interferes to inter- 
rupt the \vork of the student. Persons can commence their 
studies any day of the year, and be as sure of thorough 
instruction if they begin at one time as at another. Studies 
can be interrupted whenever necessary, and resumed when 
convenient. 

Our charges are much smaller than for similar courses in the 
regular schools. In addition, the student saves transportation 
to and from the school ; board, and other expenses while 
there ; books, etc. In studying with us he need not lose a 
moment from his work, or spend an hour away from home 
from the time he enrolls until he has earned his Diploma or 
Certificate of Proficiency. 

Any person who wants to learn can do so by the correspond- 
ence method. Instruction can be imparted with as great 
facility by it as by any other means, and many learn by it 
who cannot be instructed in the usual way. 

In The International Correspondence Schools students are 
taught by the ablest Instructors it is possible to procure, men 
of education and of large experience in the branches which 
they teach. These are assisted in the preparation of the 
Instruction and Question Papers by the ablest specialists in the 
country, who are employed expressly for the purpose. The 
students, therefore, have the advantage of the knowledge and 
experience of the ablest engineers and experts connected with 
the sciences they are studying. 

Those who have tried instruction by correspondence say 
there is nothing more enjoyable than being one's own school- 
master. All restraints, study hours, etc. are self-imposed 
and may be removed or changed at will. 



Night Schools 
U n s a tisfac- 
tory. 



W o 1* k m e n 
iSi e e d Not 
T-icave Home 
to Study by 
Our Method. 



SUPERIORITY OVER NIGHT SCHOOLS. 

Besides the many other disadvantages attending them, night 
schools teaching technical subjects must be located in popu- 
lous districts, to justify the employment of competent instruct- 
ors, so that they are only found in the largest cities. 

They fail to meet the great want of a system of teaching 
which can be taken advantage of by working, business, and 
professional men. When these classes use night schools, 
in ignorance of a better system, the results are not satisfac- 
tory. 

In the case of the average mechanic, about half the time 
that he has to devote to study is lost in putting himself in pre- 
sentable condition to attend the night class and in the ride or 
walk to and from the place where it is held. He must go from 
home in all kinds of weather, and is sometimes unable to 
attend. 



STEAM ENGINEERING. 



31 



Few Can At- 
t e n d Even- 
ing: Classes 
Ilegularly. 



Our Students 
Are Not 
Pushed nor 
Retarded by 
Others. 



Studies Car- 
ried on Pri- 
vately. 



Many cannot attend evening classes regularly. Their 
engagements to do so are unavoidably interrupted by tlie sick- 
ness of themselves or their families, or by important family or 
social duties. Men who are sufficiently ainbitious and ener- 
getic to study in their leisure time are such as usually stand 
best with their employers, and if a breakdown occurs or an 
extraordinary emergency arises, are called upon to do night 
work. Again, the appointed hours are not always tliose which 
best suit them. If they lose a single lesson, it places them at 
a great disadvantage, because they do not understand what 
follows. It thus occurs that out of every four students attend- 
ing night schools one is absent at every session, and only one 
in twelve completes the subjects taken up. 

In a night school the students must keep a uniform pace in 
their studies, and it is either a pace too slow to suit the bright 
student or too fast for the dull one to keep up. 

The correspondence student loses no time in going to and 
from school,, but can study at home, without interfering with 
his work or social engagements, and when he misses an even- 
ing can pick up his studies just where he left off. 

His objections to revealing to others his present knowledge 
or his rate of progress are respected, and nobody but his 
Instructor knows where he begins or how fast he gets along. 



Cheaper. 



Includes the 
Preliminary 
Education 
llequired. 



MUCH BETTER THAN HOME STUDY WITH 
TEXT-BOOKS. 

A course in our Schools is much less expensive than home 
study with text-books. It costs hundreds of dollars to pur- 
chase books to cover the theory of a trade and the sciences 
related to it. Our students require no text-books except the 
Instruction Papers, which are furnished free of charge. When 
they enroll, however, they each receive a complete set of 
bound volumes of all the Instruction Papers, Question Papers 
and Drawing Plates used in their courses, and these, taken 
together, form a complete series of text-books in the theory of 
the trade or profession to which they relate. 

The want of preparation in studying with text-books is a 
great hindrance. A student desiring to study, say. Mechanics, 
selects a book on the Steam Engine and reads. He soon feels 
there is something which he must learn before he can under- 
stand what he is reading. Glancing through the book he sees 

Pa F 
jy. p. ==--——- , asks someone what it means, and is dis- 

heartened by being told that it is ** Algebra.". This is some- 
thing he does not understand, and he lays the book aside 
with the conviction that it is too deep for him. This is an 
example of what befalls him in every branch of his reading. 
In all text-books it is taken for granted that the reader has 
some preparatory education, and if he has not he cannot read 
understandingly. 



32 



THE CORRESPONDENCE SCHOOL OF 



Provides 
Order 
Study. 



an 
of 



Courses 
gin at 
Bottom. 



Be- 

the 



Aided by 
structor. 



In- 



Another great fault of the system of self-educatii>n with 
text-books is that the learner is " a blind leader of the bhnd," 
Text-books are countless in number, and many contain matter 
which is of little use, and unless the student has the assist- 
ance of some experienced person to point out what it is advis- 
able to read, and what may be left alone, he will do much 
unnecessary reading and lose valuable time. By our method 
the student commences with addition, and in order learns the 
various parts of arithmetic ; then takes up the next subject 
and passes through it in the same way, and so on until he 
thoroughly learns all the subjects in his course. He is not 
passed in a principle or subject until h-e understands it, so 
that when he commences the study of any subject of his 
course he has mastered all the simpler ones preceding it. 

He wastes no time, because he is carefully guided in all his 
work, and he makes rapid progress because he has the aid of 
the best Instructors. 



A GREAT OPPORTUNITY FOR WORKINGMEN. 



TVhy T^^ork- 
ingmen Are 
Left Behind. 



Desire for im- Few are satisfied with what they have in life ; the large 
provement. majority are reaching out for something better. This desire 

for improvement is the incentive to education and invention ; 

it influences the ablest scientist and the humblest workman ; 

transforms night into day, swamps into cities, and deserts 

into gardens. To it we owe the advancement of the human 

race. 

In the race of life the man who earns his bread by work 
with his hands is generally the one left behind. Such a man, 
endowed with the same brain power as others, wonders at 
times why he is not more fortunate. The problem, is easily 
solved. Compelled to leave school at an early age, hard labor 
is his only resource. 

He would have made a better place for himself had he 
received a better education with which to begin. Because of 
this want of education he is compelled to work under the 
supervision of others. 

Two men working side by side each do a certain stint, the 
one with much less exertion than the other. One knows the 
theory of mechanical forces and applies these forces to assist 
him. The man who has the most knowledge, and not the man 
who puts forth the most strength, is the most profitable work- 
ingman. For example, an artisan may understand the use of 
a piece of timber, but be unable to calculate the dimensions 
required for stability and safety. The latter qualification 
requires a knowledge of laws not learned in the ordinary 
routine of a man's daily toil. 

Hypothesis. Most workingmen confuse the word theory with hypothesis. 

A statement advanced, but not proven, is an hypothesis. A 
statement of something which has been proven by the 
experience of men is a theory. 



A d V a n tages 
of E d u c a - 
tion. 



STEAM ENGINEERING. 



33 



Theory. Theoretical education (or a knowledge of the experience of 

those who have preceded him in his trade or occupation) is 
necessary to the ambitious workman who, not content to 
remain at the foot of the ladder, desires to cHmb its rounds and 
secure promotion. Its great value is admitted in all industries, 
and those who are without it are placed at a disadvantage in 

Practice. the struggle for success. Experience is absolutely necessary 

to make one expert in any trade or profession, but unless it is 
supplemented by technical (or theoretical) education, it will 
not qualify a person to gain the front rank. 



Demand f o r 
E fl 11 c a t e d 
Labor. 



To Secure 
Promotion — 
Study. 



Workingmenr 
Desire Edu- 
cation. 



Their Re- 
q 11 i r ements 
f o r Study 
Fully Met. 



Difficulties 
Overcome. 



Every Home 
a School- 
house. 



The fact that the demand for skilled and intelligent labor is 
greater than the supply is proof that workingmen need educa- 
tion in the theory of tlieir work, to enable them to better per- 
form their duties and secure higher positions. 

"The best way to secure promotion is to increase in effi- 
ciency, to prove one's self larger than the position he occu- 
pies." It is the duty of all men to take advantage of every 
honorable opportunity to improve their financial and social 
positions and the conditions of themselves and families. 
Workingmen who make such efforts to advance are seldom 
discharged, are the last to be laid off when work is slack, and 
are the first to win promotion. 

Most workingmen feel their need of education, and by their 
hearty response to every effort to assist them, show how much 
they want to get it, but the means heretofore provided have 
not been adapted to their conditions. 

To study successfully, the workingman must be able to take 
up his studies whenever it suits his convenience, and lay them 
down whenever he finds it necessary. If he has a half hour 
of leisure during the day he must be able to take advantage 
of it. He cannot afford to lose, in dressing or in a long ride 
or walk, the hour succeeding his supper, when he is in the 
best condition to do good work. 

But few men, until they have tried it, realize what a vast 
amount of work can be done in the hour from 7 to 8 p. m., 
which is so commonly wasted in getting ready to go out. 

After he has devoted an hour or two to hard study, the 
workingman should be at home when lie finishes, so that he 
can go to bed, without further fatigue or loss of time or expo- 
sure, and secure a good night's rest. 

Text-books upon all subjects have served an important pur- 
pose in the cause of educati<m. Night schools have aided 
many to convert their spare moments into knowledge and 
ultimately into success, but neither of these methods of study 
nearly fills the educational requirements of workingmen as 
well as correspondence instruction. 

The correspondence method, calling to its aid the fieet mes- 
sengers of the postal service, fully meets the peculiar condi- 
tions which surround workingmen. Technical education, 
under the direction of the most competent instructors, is now 
within the reach of all. Every workingman may make of hia 



34 



THE CORRESPONDENCE SCHOOL OF 



\ Spare Mo- 
ments May 
be Utilized. 



Notable In- 
stances of 
Education 
Obtained 
In Time 
Usually 
Wasted. 



O p p o V 1 11 ni- 
ties for Study 
^Vliile at 
Work. 



^^ a 1 u e of an 
IIoui*. 



home a schoolhouse, where he can study during his leisure 
hours and prepare himseh" for a higher position in Hfe. Every 
workingman can now qualify for the most responsible duties 
connected with his trade. 

In the opinion of an eminent educator, our School "is the 
most origin^al agency for technical education ever devised, and 
portends a time when we will not set off a few of the most for- 
tunate for education, but educate all up to the limits required 
in the application of the skilled arts." Educational opportuni- 
ties hitherto unattainable are placed by our method within the 
reach of all ambitious men, and thousands of workingmen in 
all parts of the world, representing over two hundred occupa- 
tions, are taking advantage of these opportunities. 

THE BEST METHOD FOR BUSY PEOPLE AND 

THOSE WHO CANNOT SPARE TIME 

FROM WORK. 

Workers and busy people can obtain a knowledge of the 
theory of their trades by this method. Some, however, 
hesitate to enroll because they think they have no time to 
study. To such we say, "There is no business which will not 
permit a man to give a little time every day to study." 

Longfellow" wrote his translation of "The Inferno" by 
working in snatches of ten minutes a day while waiting for his 
coffee to boil. He persisted for years until the work was done. 
Humboldt had so little time for study that he read in the night 
or early morning while others were asleep. One of the most 
noted mathematicians in the United States acquired his educa- 
tion by devoting one hour a day to study. Millard Fillmore 
never saw a grammar or a geography until he was twenty years 
of age, yet he became President of the LTnited States. Lincoln, 
while working at surveying studied law, and while clerking in 
a general store learned the English branches. Robert Collyer 
laid the foundation for his education while working at a black- 
smith's forge. Watt learned chemistry and mathematics while 
working at his trade as an instrument maker, and George 
Stephenson learned arithmetic while running an engine night 
shifts. He educated himself, and did much of his best work 
during his spare moments. 

Some men have opportunities for study while at work. They 
should take advantage of such opportunities and plan to get 
them, /sitting for hours, gazing vacantly at machinery which 
is doing its work, does not constitute the best service. J That 
man is rendering his employer the best service whof while 
doing his daily work as he ought, is fitting himself for service 
of a higher order. The workman who reads and studies most 
is the most competent, draws the highest pay, and is entitled 
to and receives the most respect. 

But no matter how employed or what may be the rules of 
employers regarding idle time while on duty, workingmen 
should remember it has been the men and women who have 



STEAM p:ngineeking. 



35 



been most crowded with work who have done the greatest 
things in hfe, and that waste of time for those wliose (>nly hope 
of advancement hesin education means loss of opportunity and 
loss of hope. The man is yet unborn who rightly measures and 
fully realizes the value of an hour. 

EMPLOYERS, SUPERINTENDENTS, AND FORE- 
MEN CAN MAKE UP DEFICIENCIES 
IN EDUCATION 



Those in 
A 11 1 li o r i t y 
S li O II I (1 
Kno w the 
''^Vhys and 
^V h e r e - 
fores." 



They Can Ed- 
ucate Them- 
selves in Our 
Schools. 



If They ^Vill 
Study, Their 
Success is 
Assured. 



Names of Stu- 
dents Not 
Published 
TV i t h o u t 
Permission. 



Every employer and every one in a position of authority 
should know all the details of the business, and should learn 
the "reasons why" of the duties performed by every em- 
ploye, so that he can intelligently direct each and show that 
thorough knowledge of the subject which commands respect. 
If the plant is extensive, theie are probably many trades 
represented, and the uneducated superintendent who is master 
of one, when dealing with those of which he is ignorant, nmst 
hire foremen who are expert in them, to whose superior 
knowledge he is compelled to defer — a harmful and humilia- 
ting necej^sity. 

A superintendent can learn in The International Correspond- 
ence Schools the reason for everything going on in the shops 
under his care. He can thoroughly educate himself in the 
theory of liis business and do liis work with little worry to 
himself and with satisfaction to his employer. 

The foreman should make himself as efficient as possible, for 
if he does not know as much or more than the best-informed 
man among his subordinates, he occupies an unenviable posi- 
tion. The man who knows more than the boss is too valuable 
to discharge, and his superior knowledge is always unpleas- 
antly putting itself in evidence. The foreman must lead in 
all things, but especially in theoretical knowledge. If he 
cannot read drawings understanding! y, he is unable to detect 
errors or to properly direct work to be made from them. 

The man who can successfully handle a gang of men so as 
to do satisfactory and economical work is bright and capable. 
He has the stuff in him for better things ; and it only requires 
well-guided and persistent study to bring it out. He can 
learn if he will study, and his studies need not interfere with 
his work. 

The correspondence system is preferred by many because 
they are diffident about exposing their ignorance, as is neces- 
sary in a classroom. Many men who could not or would not 
study when young now occupy positions of responsibility, and 
are supposed by their employers and associates to have more 
theoretical knowledge than they possess. 

The student of The International Correspondence Schools 
does not come in contact with other students, and his studies 
are privately and confident i all i/ conducted. We do not publish 
a list of our students, nor do we publish their names and 
addresses, unless they voluntarily give us testimonials. 



THE CORRESPONDENCE SCHOOL OF 



All Impor- 
tant Data 
JEpitomized. 



Succ essful 
]M en Hard 
Students. 



-X 



A HELP TO PROFESSIONAL MEN. 

It is a common expression with professional men, "Oh, I 
have got all the authorities on the subject in my bookcase, 
and can look up the information at any time." Precisely so ; 
the information is in the bookcase, and it remains there, too ! 
Then, when a question arises, "all the authorities" are taken 
down and dusted, and an hour or two devoted to seeing what 
the authorities have to say, and other hours are wasted in 
vain endeavor to decide which authority to act on. It is here 
the great value of our work comes in. We dust the books 
and consult all the authorities, so to speak. We epitomize 
the most important data of the various engineering pro- 
fessions, and present it in clear and concise language to our 
students. 

The most successful professional men are the hardest stu- 
dents. No man can atford to stop studying when he leaves 
college. When he commences the practice of his profession 
he finds that he needs to know thoroughly many things which 
he studied indifferently, and soon forgot, as well as many 
other things which he did not study at all. To be successful 
he must study. 

There is no safe stopping place ; the world continually 
moves forward, and a man must either keep up with the pro- 
cession or fall behind. The intense fact of human life is 
change — movement ; a man must move, and unless he moves 
forward he will move backward. Study is the only sure pro- 
tection against mental rust and retrogression. 

It is the common experience of the young engineer to find 
himself out of employment. The new enterprise falls through ; 
financial stringency compels a suspension of work ; the corpor- 
ation reorganizes, and the engineering force is succeeded by 
new appointments ; the work is completed, etc. ; these are a 
few of many causes which may throw him out of employ- 
ment. 

But whatever the cause of his enforced idleness, the question 
arises, what is to be done — what is the best thing to do? The 
tiling which he usually does first is to look for another posi- 
tion. If he is not immediately successful, the next best thing 
to do is to improve his "idle" time. No time should be 
wasted. Every day and moment of life should in some way be 
made to return value. Many an engineer whose professional 
life has been a series of well-earned triumphs can look back 
upon unemployed periods, w^hich he was wise enough to take 
advantage of for needed study, as having greatly contributed 
to his success. 

Both engineers in general practice and those practicing 
specialties are the better equipped to make reputation and 
money, the more they knovv of all the different branches of 
engineering, as they are closely allied and frequently enter 
into the same undertaking. If an engineer, therefore, is 
thoroughly up in the branch he is practicing, he should 
occupy his leisure time in studying other brandies. 



Idle Time 
May be Im- 
proved. 



Engineers 
Can Take 
Up Other 
Branches. 



STEAM ENGINEERING. 



37 



Does Not In- 
terfei'e >vith 
Professional 
Engage- 
ments. 



Texts Are 
Prepared by 
the Ab lest 
Specialists. 



For instance, it often happens that an engineer, following a 
general practice, finds that a knowledge of bridge designing 
would be very valuable to him. He is called upon to submit 
the design for a structure or to decide upon the merits of sev- 
eral designs. Instruction in all the principal engineering 
specialties can be obtained in The International Correspond- 
ence Schools. 

The student in these Schools pursues liis studies without 
sacrificing any of his working hours. The lesson is studied at 
the time most convenient to him, and he can carry it with 
him, so as to make good use of every idle moment. 

There are no vacations. Students receive instruction during 
tlie entire year. 

If anything occurs to make the student interrupt his studies 
for any length of time, he is allowed the privilege of stopping, 
and at some future time when he finds it convenient to start 
at the point he left off, he can do so. 

He studies at home, is a class by himself, and in carefully 
guided by competent teachers. The text-books used are pre- 
pared expressly for the School by the ablest specialists, and 
contain only what is necessary. Students must do thorough 
work and are expected to ask questions, on blanks sent them, 
whenever they feel the need of help. Everything is taught 
from the beginning, and nothing is taken for granted. No 
extra charge is made, no matter how long it takes the 
student to finish. Every student is sent, when he enrolls, a 
complete set of Bound Volumes of all the Instruction Papers, 
Question Papers and Drawing Plates used in the Course, 
together with the Tables belonging thereto, and an abstract of 
all the formulas used in the Course, conveniently arranged 
for reference, all fully indexed and bound in half leather. 



APPRENTICES CAN OBTAIN EDUCATIONS. 



Difficulty of 
Getting a 
Start in Life. 



Life too Sliort 
to Learn 
Everything 
by Experi- 
ence. 

Ilovr to Get 
the Desired 
Education. 



Young men commencing in life labor under great and seri- 
ous disadvantages. The lack of education in special lines 
prevents them from making the most of their ability. Their 
services command little compensation, and their progress is 
slow. 

This is especially true of those who enter the mechanical 
trades. The graduate of the technical school soon outstrips 
the man lacking such education, notwithstanding the latter 
may have the start of many years of practical experience. 

How to obtain this education is the question which con- 
fronts young men. The great mass cannot afford to stop work 
or leave home to study. For this class, correspondence 
instruction solves the problem. It affords men an opportunity 
to acquire the same purely technical education as offered by 
our colleges and universities. While maintaining himself, 
and without leaving home, any young man can qualify him- 
self for positions of trust and responsibility. All that is ne- 
cessary is that he should make the most of his spare time. 



38 



THE CORRESPONDENCE SCHOOL OF 



Course for 
Apprentice 
Machinists. 

Courses f o r 
Apprentices 
to Electrical 
Trades. 

Courses f o r 
A p p r e ntice 
Steam En- 
gineers, Sur- 
V e y o r s , 
P 1 11 m b e rs, 
Miners, Etc. 



P 1' o m o tions 
U s n a 1 1 y 
Come to Ed- 
ucated Men. 



The young man employed in a machine shop can acquire a 
theoretical knowledge of machine design, and through practi- 
cal application of what he has learned, eventually become a 
mechanical engineer. 

If lie is in the employ of an electric light, railway, power or 
supply manufacturing company, a Mechanical-Electrical, or 
Electrical Power and Lighting Course, will give him the 
theoretical knowledge which he must have to become a fore- 
man, superintendent, or manager. 

Courses in Steam Engineering,' Plumbing, Heating and Ven- 
tilation, Civil and Mining Engineering and other branches, 
are designed for the needs of those employed in these lines or 
who think of entering them. A thorough and practical 
knowledge of any one of these subjects will prove extremely 
valuable to its possessor. The Mechanical and Architectural 
Drawing Courses offer special possibilities. Many young men 
through taking the one or other have secured positions with 
mechanical engineers, large iron and steel and other manufac- 
turing companies, in architects' offices, with contractors, 
builders, etc. 

The young man who possesses a thorough knowledge of the 
theory of any trade or profession has acquired the foundation 
for a successful career. It will enable him to perform his 
duties easier, and with greater satisfaction to himself and his 
employer. His services will become more valuable, and pro- 
motion and better pay will follow. Well-directed efforts 
count. 



AN OPEN DOOR TO YOUNG MEN. 



Many Young The great majority of young men just leaving grammar and 
Men Unfitted high schools are obliged to commence work at once for a living. 
fortheBattle Not po^^sessing the means to continue their educations at tech- 
of JLife. nical and other schools, and so tit themselves for some particu- 

lar calling, they turn their attention to the business opportuni- 
ties that first offer. The engineering professions appeal to but 
few, for the majority think if the}' enter these fields, they 
can never become more than joui'neymen or subordinates. 
Accordingly, clei'kships in stores and offices are accepted, and 
as clerks in stoies and offices most of them continue to the 
end of their days. Thousands through this unfortunate error 
waste their lives, who, had they entered the mechanical 
trades and engineering iM'ufessions, might have advanced to 
important positions. 

T e c h ni cal The young men of this country need to be awakened to the 

Education value of technical education. Great inventions and the suc- 

tlie I>emand cessful completion of vast engineering projects form the 

of theTimes. greater part of the permanent history of the last one hundred 

years, and for years to come the greatest triumphs of men will 

be the mastery of the forces of nature and their subjection to 

the service of the race. A natural question is, who will fill 

the responsible positions resulting from this development? 

They must be men of practical experience and technical 



ISTEAM ENGINEEKING. 



39 



II o w to Be- 
come a Me- 
c li a 11 i c a 1 , 
Electrical, 
Civil, Sani- 
tary or Min- 
ing Engineer 
or an Archi- 
tect. 



Profitable education. The answer is, they will be the men who now 
Positions for grasp every opportunity for knowledge, and educate thein- 
Those Com- selves. Every young man who aspires to a home of his own, 
petent to or to the respect and confidence of his employers, or the 
Fill Them. comnmnity in which he lives, must, in these times, obtain 
an education. 

In every engineering profession there is plenty of room at 
the top, and any young man, with fair natural ability, and a 
capacity for application to study and work, may hope to attain 
eminence in it. There is no path to human achievement that 
is barred from the labor and brain of young men. 

A young man without means can learn the engineering pro- 
fession of his choice by becoming an apprentice connected 
with it, or by entering the drawing-room of an engineering 
establishment. He can get his technical education from us 
by the correspondence method, and at the same time main- 
tain himself. This is the best way to learn a profession, 
because the young man who learns a trade and also a profes- 
sion is doubly equipped and is bound to succeed. 

He can enter a machine shop as an apprentice, and by study- 
ing mechanics and mechanical drawing at home, qualify 
himself as a mechanical engineer. 

He can secure employment with an electric light, railway or 
power, or supply manufacturing company, and tlirough a cor- 
respondence course in electricity fit himself for the position 
of foreman, superintendent, or manager. 

He can engage as chainman on an engineering corps, and 
while performing subordinate duties, study to be a civil or 
mining engineer. 

He can learn the carpentering or bricklaying trade, and by 
taking a course in architecture and architectural drawing, 
become an architect, contractor, or builder. 

Other Courses present like opportunities. They are all 
designed to meet the needs of men who cannot leave home to 
study, and have only their spare time to devote to it. All that 
they must know is taught them, and each subject is so pre- 
sented that they can grasp it. They are given the benefit of 
the experience of others, with competent Instructors to direct 
their efforts. A knowledge of the theory of any trade or pro- 
fession is the foundation for a successful career. This founda- 
tion can be obtained through correspondence instruction. 

We Can Edu- A Course in The International Correspondence Schools is, 
cate Your therefore, an "open door " through which the needy but indus- 
Sons. trious young man can enter the path to success and make for 

himself a useful and eminent career. 

To those engineers, superintendents, foremen and others 
who have sons whose associations are such as to give them 
some familiarity with engineering subjects, The International 
Correspondence Schools are recommended as worthy of inves- 
tigation and patronage. A Course in these Schools will enable 
a young man to efficiently fill responsible positions years 
before those who have not had such instruction. 



Given the 
]5enefit of 
Others' Ex- 
perience. 



40 



THE CORRESPONDENCE SCHOOL OF 



Such men can recollect the difficulty they themselves expe- 
rienced in mastering the "reason why" of then' work, and 
they must see the great good which their boys will gain by 
being thoroughly educated in the theory of their vocations. 

The instruction we give teaches young men the necessity of 
study as the opening wedge to advancement, and qualifies 
them to intelligently read technical books and papers. 

To those who go through a Course and pass the final exam- 
ination, Diplomas or Certificates of Proficiency are given. 



Courses in 
Drawlngand. 
Designing. 



Profession of 
Chemistry. 



AN OPPORTUNITY FOR WOMEN. 

Any woman gifted with artistic taste (what woman is not?)^ 
and who is desirous of becoming self-supporting, can qualify 
herself for pleasant and profitable work in an architectural or 
mechanical drafting-room by taking an Architectural Draw- 
ing and Designing or a Mechanical Drawing Scholarship. 

In the best class of architects' offices there is a growing, 
demand for w^omen as designeis of interior decorations, and 
numbers of women are already occupying such positions. 
. Making tracings of either mechanical or architectural draw- 
ings is particularly agreeable work for women, and is not 
difficult to learn. 

Business Or a woman can take a Course in The Correspondence School 

Courses, of Bookkeeping and Stenography, and qualify herself for a 
business position. 

Or a woman can take a Course in The Correspondence 
School of Chemistry, and fit herself for a position as a chemist. 
Because of their innate honesty, their superior patience, del- 
icacy of touch, and fine sensibilities, women are particularly 
well adapted for the work of chemistry. Women are strongly 
advised to consider the possibilities w hich the profession of 
chemistry offers to their sex. 

FOR THOSE OF LIMITED EDUCATION. 

No man should hold back from enrolling because he is a 
i| poor writer or speller. Unless he tries to inform himself he 
will always remain ignorant, and there is no better way o 
learning to write and spell than to undertake a Course of 
correspondence instruction. 

We advertise a thorough plan of education, and nothing can 
be thorough which does not begin at the beginning, 

^VeCanTeacli We guarantee to teach every person who enrolls, provided 
Any Man he will comply with one condition — viz., he must study. If 
AY ho iVill he will study he can learn. We take a great deal of pains 
Study. with backward students. They cannot exhaust our patience, 

and our best friends and strongest endorsers are those stu- 
dents with whom we have had the greatest trouble. Men \ i 
have been taught arithmetic who could not do the simplest | \ 
problem in addition when they joined the School. 



STEAM ENGINEERING. 



41 



The Dull Stu- 
dent Event- 
ual 1 y Com- 
pletes the 
Same Studies 
as the Bright 
One. 



Testinaonials. 



Some students can do their work more quickly than others, 
because of natural ability, previous education, or more time 
for study. Suppose two men join on the same day. One is 
brighter than the other, and is able to write out his answers to 
the questions in one of the Question Papers in, say, tliree 
days, wliile the other man takes, perhaps, a week. Now, if 
one student had to wait on another, tiie brighter student 
would be delayed in this case, but as every student is a class 
in himself, each is advanced in the Course as fast as his ability 
will carry him, independently of others. But even if the dull 
student does progiess more slowly, it is only a question of 
time until he completes the same studies. 

The following are samples of hundreds of testimonials in our 
possession : 

"I practically knew nothing of arithmetic when I started; 
now anything ordinary is not difficult for me." 

"Wlien I first became a student I was ignorant of arith- 
metic, but I would not take five times the amount of the 
Course for what I know about it now'." 

''When I enrolled, all that I could do was simple addition. 
I could not do subtraction at all. I am doing a lot better than I 
thought I would have done." 

*' For any one who, like myself, had no early education, it is 
one of the best investments to make. The cost is nothing 
compared to tlie benefits received in return." 

"I was sent to work when I was twelve years of age, and 
consequently suffered in my education, but thanks to The 
International Correspondence Schools, I am making up for 
what I lost." 

"My Course with you is just like having some one by my 
side, the instructions are so easily understood. Branches that 
I thought I w'ould never be able to understand, I have easily 
mastered. ' ' 

"It seemed at first almost impossible for me to make any 
headway, but now, thanks to your kind words of encourage- 
ment aud admirable method of teaching, I find that whatever 
lessons you send me are overcome by a little patience." 

"I cannot but be very well satisfied with my progress, 
thanks to your special trouble in regard to me. To those 
intending to follow any of the Courses of your Institution I 
will most gladly testify to the value of your teaching." 

"It is a thing I have been looking for for some time, having 
been put to work when I was quite young, and, like many 
others, deprived of early education. My only regret is that I 
did not hear of the School sooner than I did." 

" I took a Scholarship in the English Branches about a year 
ago, and although I have only used my spare moments for 
study, the education I have already received through your 
correspondence method is certainly worth ten times the price 
I paid for my Scholarship." 



42 



THE CORRESPONDENCE SCHOOL OF 



Students En- Our Instructors know that most of those who are enrolled 
couraged with us begin their studies at the close of a day's weary toil, 
andAssisted. while the many cares and anxieties of their daily lives are 
crowding close upon them, and they know, too, if the work 
which students send in for examination and criticism could 
but speak, what stories it might tell of hours of patient toil 
by the light of the midnight lamp. Knowing these things, 
they throw out many valuable hints adapted to the individual 
needs of the student, as brought out by his abilities and 
defects, as shown in his work. All efforts are appreciated, 
every improvement noted, and the learner encouraged in every 
way. The student has a conscientious and sympathetic friend 
to lead him on, and need not fear to trouble the Instructors. It 
is their duty to render all possible assistance. 

The student is taught not by text-books, but by Instruction 
Papers specially prepared by our own Instructors, and pur- 
posely written in the plainest, most concise manner possible. 
All unnecessary matter is omitted. The Instruction Papers 
are liberally illustrated by our own draftsmen, and in every 
way special pains are taken with dull students. 

Taught Until We enter into an agreement with each student to keep 
Qualified to teaching him until he is qualified to pass the final examina- 
P a s s the tion and receive his Diploma or Certificate of Proficiency, no 
Final Exam- matter how long it may take, nor how often it may be neces- 
ination. sary to review. 



SUITED TO MEN OF MATURE YEARS. 



No One 
Old. 



Too 



Mental Pow^- 
er Improves 
AVith Age. 



Con spicuous 
Examples. 



A word to those who think they are too old to learn. It is a 
fact that a boy's brain does not attain its maximum size until 
he is about sixteen years of age, and that it does not mature 
until he is twenty-five. His physical powers do not mature 
uijtil he is about thirty-five, and eminent authorities believe 
that a man does not attain his intellectual prime until he is 
forty-nine or fifty years of age, and that the best years of his 
life for study or work are after he has passed his fiftieth birth- 
day. Plutarch, the greatest of ancient historians and biograph- 
ers, did not commence the Latin language until he was ahnost 
eighty years old ; and Cato was eighty before he took up the 
Greek language. Isaac AValton wrote some of his best works 
after he was eighty-five. Hobbes, at eighty-seven years of age, 
translated the " Iliad." 

Bishop John H. Vincent, founder of the Chautauqua move- 
ment, has long claimed that the best time for a man to study 
is f rom thirtjvto sixty, and the careers of Gladstone, Bismarck, 
David Dudley Eield, Senators Edmunds and Sherman, and a 
host of others, prove that the period of highest usefulness may 
not be reached until a man has passed his seventieth or his 
eightieth birthday. AVith the inspiration of such examples as 
these, how foolish it is for a man less than fifty years of age to 
think he is too old to study. 



STEAM ENGINEERING. 



43 



Average Ages 
of Oxir Stu- 
dents. 



The Kipened 
Intellect 
QuicklyCom- 
prehends. 



I mpo r t a n c e 
of the Habit 
of Study. 



Tlie average age of our students is almost twenty-seven. 
Nearly a third are over thirty, several hundred are over forty, 
and a number are over sixty years of age. It will thus be seen 
that age has nothing to do with it. It is merely a question of 
determination to make something of one's self. 

The best time to learn the A-B-C's and such simple things 
as require less the exercise of the reasoning faculties than child- 
like faith in what we are told, is when we are young, because 
then there is nothing else we can do. However, a man of forty 
vears can learn to read as easily and as quickly as a child of 
five. At his time of life his intellect is riper and his mind in 
better condition to study larger things. Bat it is in condition \ 
to study an>/t]iiiig, and it is only necessary that he form habits 
of application and logical thought to successfully study any 
scientific, technical, or other subject. 

We wish to place especial emphasis upon the formation of 
the liabit of logical thought — the ability to investigate, to 
reason, to deduce conclusions — in short, the habit of study. 
This is the most valuable thing which a man gets in college ; 
it is w^orth infinitely more to him than all the rules and for- 
mulas which he commits to memory. There is no sufficient 
reason why this habit of study may not be cultivated outside 
of college and at any time of life. A. man should have the 
benefit of judicious guidance in the selection and arrangement 
of his studies and be assisted over such difficulties as he may 
encounter. With such assistance — or, indeed without it — an 
intelligent man can take up any stud}^ at any time of life, 
and successfully learn what any man has learned. 



A METHOD OF INSTRUCTION ESPECIALLY 

ADAPTED TO THE NEEDS OF THOSE 

LIVING IN ISOLATED LOCALITIES. 



E s p e c i a 1 1 y 
Suited to the 
Farmer, 
Li u m b e r - 
man, Light- 
house Keep- 
er, Soldier, 
Sailor, Etc. 



The correspondence method of instruction meets the require- 
ments of farmers and their families, farm hands, young men 
and others in small villages having few educational advantages, 
planters, lumbermen, stock raisers, herders and drovers, 
miners, lighthouse keepers, soldiers, sailors and marines, 
postmasters, express agents and others who desire to educate 
themselves, but, by reason of the isolated localities in which 
they live or the nature of the business in which they are 
engaged, are prevented from attending school. 

Students engaged in these lines of business are studying suc- 
cessfully by our correspondence system. Each student par- 
ticipates equally in the benefits of the Schools, no matter how 
much he is isolated from the others. 

The question is sometimes asked, "How can a man learn 
without seeing his teacher? " He does not require to see his 
teacher, for the teacher writes to him, if necessary every day, 



44 



THE CORRESPONDENCE SCHOOL OF 



giving detailed information by letter in fall explanation of 
every difficulty he meets with in his lessons, and he learns 
from these and from his Instruction and Question Papers as 
well as if the teacher were present. 

There is no fixed time for the sending of each set of papers 
by mail, but each student receives another installment of 
work when he has proven himself proficient in the one he has 
in hand, and the spet^d with which he gets through his Course 
depends upon his application to the work. 



Proof Tliat 
"SVe Can Suc- 
c e s s f 11 1 1 y 
Teach. Those 
Living at a 
Great Dis- 
tance. 



That our Schools fully meet the wants of those living in 
isolated localities is proven by our large enrollment which 
represents all parts of the civilized world. We have students 
in the mining camps of Alaska and the far West, in distant 
military posts, in the life saving stations of the seacoast and 
the great lakes and other equally remote sections of the United 
States. 



Students in The Schools have many students in foreign lands. In South 
All Parts of America, Europe, Asia, Africa, Australia, Tasmania, and New 
the^Vorld. Zealand; wherever the mails go, The International Corre- 
spondence Schools are furnishing instruction to many wha 
live in such isolated localities that they could not educate 
themselves in any other way. See page 18. 



Students i n 
Par A>vay 
Mining 
Camps Pep- 
resented. 



Many Stu- 
dents iii the 
U. S. ]N"avy. 



A student, whose home is about ten thousand miles from 
Scranton, writes, " Your methods are thorough and are con- 
ducive to pleasure as well as knowledge. It is a great advan- 
tage to be able to correspond on subjects in which one is 
desirous of improving." Another writes from a South African 
mining camp, "I feel that you have an interest in each of your 
students and cannot speak too highly of your method of instruc- 
tion by mail." 

Many students of the Schools in the United States Navy are 
studying as successfully on shipboard as if they were ashore. 
Although the men-of-war to which they are attached are sent 
to all parts of the world, the postal service, through the United 
States Consulates, enables them to keep in touch with the 
Instructor, and they receive the same careful attention as their 
fellow students on land. 



KEYS TO QUESTION PAPERS. 



Special To aid students who live at such great distances from Scran- 

Helps, ton that the time occupied in sending for and receiving special 
instruction is unreasonably long, and those whose time, for 
various reasons, is too limited to enable them to devote more 
than a few hours each week to study, and others who, for vari- 
ous reasons, would otherwise make slow progress, we have 
prepared Keys to the Question Papers in all the subjects we 
teach. 



STEAM ENGINEERING. 



45 



II ow to Use 
the Keys. 



The Keys are not intended to be used except by those who 
find it difficult to work witliout them, but if employed judic- 
iously they can be made to save both time and labor without 
injury to the student. 

The correct way to use Keys is to refer to them only when 
you feel you cannot master the problems in hand without con- 
suming too much time. Even then they should, except in 
rare cases, be used only to enable you to grasp the principK-s 
underlying the problems. They are merely intended for ser- 
vice in those emergencies when the student feels that he must 
have help on some particular points, and does not wish to 
wait until he can write to and receive a letter from us regard- 
ing them. 

Every Stu- The set of Bound Yohmies furnished to the student w^hen he 

dent Re- enrolls contains a separate book of Keys, in which are given 

c e i V e s a solutions of all the problems in the Question Papers. Our 

Complete experience has demonstrated that the great majority of persons 

Set of Keys who enroll with us are really anxious to educate themselves, 

Free of and can, therefore, be trusted to use such Keys wisely. 
Charge. 



Xo Prepara- 
tion Needed 
Except Abil- 
ity to Read 
and Write. 



REQUIREMENTS FOR ADMISSION. 

To enroll, it is not necessary that the students have any pre- 
vious know ledge of arithmetic or of any of the subjects in the 
different Courses, as we teach everything from the beginning. 
This is one reason of the success of the Schools. Our Instruc- 
tion Papers are thorough because they bring all subjects up to 
date, and give the best ideas of the ablest writers. Unlike 
text-books, they are also thorough because they take up every 
subject from the beginning. Thorough in both ways. 

The qualifications necessary to become a student are few. 
To enable any person to enter the School it is only necessary 
that he be able to read and write in the English language. 
With this preparation we can teach arithmetic or drawing, 
and afterward, in order, algebra, geometry, and trigonometry, 
and the more advanced subjects. 



-Application 
Form. 



RULES FOR ENROLLING. 

Every student on enrolling must sign an application form 
which will be supplied to him. In this application he binds 
himself not to permit any person not a holder of a similar 
Scholarship to study from the Instruction and Question Papers, 
Keys, or Drawing Plates furnished by the Schools, without per- 
mission from the Manager, under penalty of forfeiture of the 
privileges of the Schools. 

We do not object to students showing Instruction or Ques- 
tion Papers, either for the purpose of obtaining assistance from 



46 



THE CORRESPONDENCE SCHOOL OF 



How 

roll. 



Persons 
Join at 
Time. 



others, or giving information regarding our method of instruc- 
tion. 

to En- To enroll, it is only necessary to fill out the application form 
and send it to us with the full price of the Scholarship, if you 
desire to pay in advance, or the first payment if you prefer 
to pay in installments, and immediately upon receipt of the 
application properly filled out, accompanied by the money, 
you will be enrolled as a student and your first work forwarded 
to you. 

May Students may enroll at any time ; the only qualification 
^^y required is ability to read and write, and the only thing neces- 
sary to succeed is study. All the subjects we advertise to 
teach are taught by us with great success. 

No reduction in the price of Scholarships is made because 
the person wishing to enroll is already well informed in one or 
more of the subjects of the Course in which he desires to 
enroll. 



Certificate 
of Scliolar- 
s li i p is an 
Agre e m e n t 
to Give In- 
str uc t i o n 
Until Stii- 
dent Is Pro- 
ficient. 



Why You 
Should En- 
roll Imme- 
diately. 



Scholarshi p s 
Trans fer- 
able. 



We issue to every person who purchases a Scholarship in 
The International Correspondence Schools, as soon as we 
receive full payment, a Scholarship Certificate similar to that 
shown in the accompanying full-page illustration. These Cer- 
tificates are agreements to give instruction to the student until 
he is proficient in the branches included in his Scholarship 
and has received his Diploma, no matter how long it may 
take. He can study when and where he pleases, so that if it 
is not convenient for him to do the work this j'ear, he can 
do it next year or the year after. He is thus protected from 
loss through demands upon his time unforeseen at the time of 
his enrollment. 

If you are thinking of learning to draw or of studying the 
theory of your trade, or of preparing yourself to engage in 
some of the trades or professions the theory of which we 
teach, do not put the matter off. Enroll without delay. If 
you postpone for six months commencing to study, it will be 
just that much longer before you will profit by your education. 
If you do not make a decision now, you may not do so at all. 
Procrastination may result in great loss to you, because in this 
country, in this age of invention, industrial progress, and rapid 
increase of wealth, every man blessed with good health and a 
fair technical education can safely calculate upon achieving 
business success. 

We do not cancel Scholarships or refund money paid for 
them. 

It is understood that if at any time a student desires to stop study- 
ing he has the right to sell his Scholarship or give it to some other 
person, and that it is transferable. The charge for transferring 
Scholarships is $1.00, and the charge to the percon receiving the 
Scholarship, for instruction in the subjects in wldcJi the student has 
received instruction, does not exceed, ^2.50 per subject, except v)here 
the average price of the subjects, as found by dividing the price of the 
Scholarship by the number of subjects included therein, is greater 
than p. 50. 



STEAM ENGINEERING. 



47 




48 



THE CORRESPONDENCE SCHOOL OF 



ORDER OF WORK. 

students have the option of taking Drawing in connection 
with their other studies, but are required to talce the remaining 
subjects of their Courses in the order given in the schedule of 
studies in the Circular of Information. As it is to the student's 
interest to take the subjects in this order, this rule will be 
strictly enforced. 



Dravring May 
be Taken in. 
C o n n e ction 
vritli Other 
Studies. 



An Education 
AVithin the 
Reach of All. 



Only IT our 
Items of Ex- 
penditure. 



THE EXPENSES CONNECTED WITH A COURSE. 

The cost of education in our Schools is much iess tlian 
that of similar instruction obtained elsewhere in the world. 
It is so small that even the most indigent can hope sometime 
to be in a position to study with us. 

To obtain a technical education in a regular school or college 
costs a sum which to the majority of people is a small fortune. 
It includes board for three or four years, and is so great that 
99 per cent, of those who would be benefited by technical 
education and who are anxious to get it, can never hope to 
command it for the purpose. 

In our Schools the expenses, other tlian the prices of the 
Scholarships, are limited to the cost of paper on which to write 
the answers to the questions, the postage to send these answers 
to the Schools, and, in some of the Courses, a small amount of 
inexpensive instruments and apparatus. 



The Courses 
Cheap at Ten 
Times the 
Price. 



Payment May 
be Made by 
Install- 
meuts. 



THE PRICES OF SCHOLARSHIPS. 

The Scholarships are cheap at ten times the price asked, but 
the prices are purposely made low because the classes whom 
the Schools are intended to reach cannot pay more. Tlie cost 
of a Scholarship in The International Correspondence Schools 
is even less thaii the cost of the text-books which a student 
must have in pursuing the same studies in a regular technical 
school. 

For the convenience of those who wish to pay for the Scholar- 
ships in small amounts, we accept payment in monthly install- 
ments, and it is understood that if purchasers of Scholarsliips on the 
installment plan cannot paii their installments promptly, on account 
of unavoidable causes, shcJl as ill health, loss of employment, etc., 
upon making a written request to the Manager they are to receive such 
extension of time as may be necessary. 

Students in our Schools are not obliged to buy any books 
whatever. The Instruction Papers are complete text-books. 

Every pupil who buys a Scholarship is entitled to the full 
benefits of the School until proficiency is gained in the sub- 
jects undertaken, and he has passed the final examination and 
obtained a Diploma or Certificate of Proficiency, no mat- 
ter how long it may take him. 



STEAM ENGINEERING. 



49 



Students 
Must Use 
Llgbt Paper. 



Prices of T.S. 
Co. Paper. 



THE COST OF PAPER ON WHICH TO WRITE THE ANSWERS 
TO THE QUESTIONS. 

The student supplies himself with foolscap paper on which 
to do his work. As the price of the postage increases with the 
weight of the paper, it is advantageous alike to him and to our- 
selves for him to use as light paper as possible. 

The Technical Supply Company, Scranton, Pa., will furnish 
good ligjit linen paper, Jo x 8^ inches, at the following rates : 

100 sheets by mail (postage paid) $0.45 

250 " " ^^ ' a ic ■ J j- 

500 " " " " " 2.25 

100 " " express ( purchaser to pay expressage ) 0. 30 

250 " " ** " " " 80 

500 ** ** '* " " *« 1.50 

Students can order directly from them or through us, bid 
they are not required to do so. If they buy elsewhere they 
are requested to buy light paper of good quality, as it makes 
a considerable difference in the postage. 



May be Pur- 
chased Else- 
vrhere. 



THE COST OF OUTFITS. 

Unless they already liave similar instruments and apparatus, 
students in some of our chemical and mining courses require 
chemical outfits, and students in courses which include instruc- 
tion in drawing need a drawing outfit such as is described in 
our Circulars of Information. Tiie prices of these outfits 
range from $5 up. The goods comprising them are of good 
quality, and the price given is lower tlian they can be bought 
for from retailers of such goods. 

Students are not required to purchase tliese goods of The 
Technical Supply Company or through us. Tliey can buy 
them where they see fit. But intending purchasers will find 
that both in price and quality The Technical Supply Company 
can do better than local dealers. 



Average Cost 
for Postage. 



THE POSTAGE TO SEND THE ANSWERS TO THE SCHOOL. 

The work of the students is sent to us in sealed envelop)es 
(which we furnish) as "first-class mail matter," tlie rate for 
which is two cents for each ounce or fraction thereof, prepaid. 
It is a violation of the postal laws to send it as " tliird-class 
matter." 

The postage bill of the average student is about one-tenth of 
the price of his Scholarship. 

The School pays the postage on the Instruction and Ques- 
tion Papers, Drawing Plates and all other communications sent 
to the student, and furnishes him with envelopes and informa- 
tion blanks free of charge. 



50 



THE CORRESPONDENCE SCHOOL OF 



DIPLOMAS AND CERTIFICATES OF PROFICIENCY 

What the Di- Diplomas and Certificates of Proficiency are issued to students 
plomas Are. completing all the subjects of the courses who pass the final 
examination. These Diplomas and Certificates are the legally- 
authenticated declarations of the Instructors of the Schools 
that the holders thereof have successfully completed the study 
of the subjects named, and have satisfied them of their pro- 
ficiency therein. They do not carry with them degrees. 
How They are granted on final examination papers answered by 

Granted, the student after he has completed his studies, before a witness 
appointed by the Principal, if he considers it necessary to 
appoint one. The student's answers to the final examination 
papers become the property of the Schools and will not be 
returned. 
High. Stand- A high standard is maintained for the Diplomas and Cer- 
ard Main- tificates of Proficiency of The International Correspondence 
talned. Schools by only issuing them to those who have faithfully 

passed through the courses and proved by the final examina- 
tion that they are entitled to possess them. 
The Final Ex- We do not bind ourselves in our Scholarship Certificate to 
amination. give a Diploma or Certificate of Proficiency when the student 
has passed through all the subjects of a particular course of 
study, but we do bind ourselves to instruct until the student 
is qualified to receive the Diploma or Certificate. If a student 
after completing a course is found, on final examination, not to 
understand the subjects well enough to qualify him to receive 
a Diploma or Certificate, he is required to review the whole 
course or the branches in which he is deficient, and he is kept 
reviewing until he satisfies the Instructors that he has a good 
knowledge of all the subjects in the course. 

Under no circumstances are they issued to undeserving per- 
sons ; so that to hold one is of itself evidence that the holder 
has been a faithful student and possesses the education 
claimed. 



Students Can 
O b t a in at 
Once C o m- 
plete Bound 
Sets of All 
Papers. 



Superior Ex- 
amples of the 
Printers' 
Art. 



BOUND VOLUMES. 

Realizing the almost inestimable value which our Instruc- 
tion Papers, Question Papers, Drawing Plates and Keys, possess 
to those who have studied them, and the importance of having 
them in such a shape that they can be referred to or reviewed 
at any time, we have made arrangements to have them 
revised, reprinted, and bound into volumes convenient to 
handle, and which can.be used and preserved for a lifetime. 
These Volumes, all fully indexed and bound in half leather, 
and constituting a complete duplicate set of all the Papers sent 
to the student from the time he enrolls until he finishes his 
Course, are now sent to the student free of charge, as soon as 
he enrolls. 

Although the expense connected with the preparation of 
these Bound Volumes has been very great, we have allowed 
nothing to stand in the way of our turning out examples of 
text-book work that have never been excelled. In every way 



STEAM ENGINEERING. 



51 



Indexing. 



Ever y th. ing 
Necessary to 
a Complete 
Engineering 
Education . 



Feat nres of 
the A r i t li- 
metic. 



Subjects Fol- 
low in Logi- 
cal Order. 



Helpful Ref- 
erences to 
Preliminary 
Subjects. 



—illustrations, binding, paper, typography, printing, etc.— 
these bound volumes are unapproaciied. The type was 
selected with great care. The paper has a smooth finisli, and 
is of that delightful cream color which is so easy on the eyes 
when reading by artificial light. 

The indexes are very full, so that the reader can find almost 
instantly any definition, rule, description, etc. that he wishes. 
Whenever it has been deemed advisable, the same reference 
has been indexed in several places. Thus, "centrifugal force " 
may be found under "C" or under "F" ; and ''mechanical 
equivalent of heat" under "M," under "E," or under "H." 
Great attention has been given to every detail that would be 
likely to benefit the reader in any way. 

Any one ivho owm a set of these Bound Volumes can thoroughly 
inform himself in regard to the trade or profession treated of in 
them, provided he can read and write the EnglisJi language. 
Arithmetic is included in each course and it commences at the 
very beginning ; the digits are named and defined, and 
instructions are given for reading numbers and writing them. 
The sections on square and cube root and on ratio and propor- 
tion are very full and complete ; they contain more practical 
information and the explanations are clearerthan can be found 
in any other arithmetic. One or more examples, together with 
their solutions, are given immediately after each rule, in order 
to show the application of the rule, and numerous "examples 
for practice" are scattered throughout the entire paper. 
Whenever possible, these examples have been made to corre- 
spond with those which w'ould be likely to arise in actual 
practice ; that is, instead of making the' examples relate to 
apples, cows, sheep, etc., the aim has been in the engineering 
courses to make them apply to engines, pumps, economizers, 
and other details. Moreover, our arithmetic is strictly up to 
date, and any one, no matter how much he may know- of the 
subject, will obtain new and valuable ideas by carefully read- 
ing it through. It may likewise be added that in the engi- 
neering courses only those portions of arithmetic are given 
which the student really needs in order to intelligently study 
the remainder of his course, and to read and comprehend the 
arithmetical work that occurs in text-books relating to engi- 
neering. 

The other subjects then follow in rotation, and in such man- 
ner that no knowledge of any succeeding subject is required 
in order that any part of tiie subject being studied may be 
clearly understood. Each subject is treated as fully as is 
necessary to give the student a thorough working knowledge, 
both of the theory and practice. Constant references are made 
to the preceding subjects, and many of the examples are so 
stated that the student is obliged to use rules, formulas, prin- 
ciples, etc. that he has already learned when studying a prece- 
ding subject, in order to solve these examples. By this means he 
keeps himself constantly in touch with what he has previously 
learned, and the constant application of what he already knows 
to the subject he is studying not only shows him the value of 
the knowledge already gained, but it also impresses that 



52 



THE CORRESPONDENCE SCHOOL OF 



knowledge more firmly upon his mind. The writers know 
from actual experience just what portions.of the text are likely 
to prove most troublesome to one who is studying the subject 
for the first time, and every effort has been made to state the 
facts in language which shall be comprehensible to the reader. 



Simplicity. 



Conciseness. 



Practical 
Presenta- 
tion of Sub- 
jects. 



Principles 
Fully Ex- 
plained. 



Writers of text-books which are intended to be used in 
schools and colleges understand the subject so well themselves 
that they frequently forget that what is so clear and apparent 
to them may not be so to others ; as a consequence, their 
explanations of some of the simpler facts — which are of vital 
importance later — are not adequate to impress the full mean- 
ing upon the mind of the reader. Any one who has ever 
studied a mathematical or technical work will readily acknowl- 
edge that it is impossible to obtain a clear understanding of the 
subject unless the reader fully comprehends the meaning of 
the definitions, laws, axioms, and rules, for it is from these as 
the roots that the tree is developed. Our writers are fully 
conscious of this fact, and they have endeavored, assisted by 
constant references to preceding paragraphs and citations of 
facts of e very-day life, to lead the student's thoughts into such 
channels that he will readily perceive the truths that he is 
endeavoring to learn — and to understand them. The explana- 
tions are not so full, however, as to react on the student's 
mind and tend to confuse him by their very wealth of detail ; 
indeed, we make the claim that we cover more ground by our 
method in a smaller number of pages than any other text- 
books published, not requiring a knowledge of the higher 
mathematics. One reason for this is that different subjects 
are written up especially for the courses in which they are 
included ; and we are thus enabled to eliminate matters that 
other authors are obliged to insert, as their books must be 
more general than ours. 

Any one wishing to review subjects which he has previously 
studied, but is now "rusty " in, will find our Bound Volumes 
of great benefit to him. The practical way in which subjects 
are presented will at once appeal to his sense of " fitness of 
things," and he will obtain a better idea of the real value of 
theory, as applied to the trades and engineering, than he ever 
had before. Many statements which used to puzzle him, or 
which he comprehended only after much study and hard 
thinking, he will find explained in such a manner that it will 
really be a pleasure to review his studies. For example : the 
subject of resolution of forces, as usually treated in works on 
mechanics, is not sufficiently clear to give the student a thor- 
ough understanding of its leading principle. Thus, the reader 
is told that if he wishes to find the effect which a given force 
will produce in any required direction, he must resolve the 
given force into two components, one of which shall be parallel 
to the required direction, and the other perpendicular to it. 
The reasons for drawing the components in this arbitrary 
manner are so obvious to the author that he overlooks the 
fact that they may trouble a beginner exceedingly ; and even 
if he did think of it, he would regard the matter as not worth 
mentioning, because a little independent thought on the part 



STEAM ENGINEKKlX(i. 



Our ^Vriters 
Have Special 
Facilities. 



Each Revi- 
sion a Step 
Forward. 



Cont i n u o u s 
Xumbering 
of Pages, 
Articles and 
Figures, 



Arrange- 
ment of the 
1) rawing 
Plates, Etc. 



of the reader would show him tlie reasons for so drawing them. 
We, however, do not regard the matter in that Hght ; we 
think that anytliing relating to principles, particularly princi- 
ples that are used as frequently as that of resolution of forces, 
should be explained as fully and as simply as possible. While 
we endeavor to train the student to think for himself, we do 
it by causing liim to think out new ways of applying the 
principles which he has learned — not by trying to nmddle him 
in regard to the principles themselves. 

In this connection, it will be well to note one great advan- 
tage that we possess over all other writers of text- books. Our 
many thousands of students comprise men of every walk of 
life ; men of considerable education and men of no education ; 
men who can reason well and men who cannot ; and, as a con- 
sequence, we receive many letters containing suggestions and 
inquiries every day. From these letters we are enabled to 
determine the particular points that are most troublesome to 
our students ; and wlien we get out a new edition of an 
Instruction Paper, we endeavor to remedy all the defects and 
to clear up troublesome statements, explanations, etc. that 
may have occurred in the first edition. The third edition 
goes through the same process, if it is deemed necessary. 
Many Papers in our bound volumes have been through from 
two to five editions and as many revisions, and their adapta- 
bility to all classes of readers Ought, therefore, to be apparent. 
AVhen an ordinary text-book is rerised, the revision is usually 
accomplished by adding more to it — not by straightening out 
the text, which is very rarely changed, for the authors liave 
no such means as we have of finding out the difficulties that 
beset their readers. Then, too, as the ordinary text-book is 
very rarely intended for self-instruction, the author might not 
deem it advisable to alter the original text, preferring to leave 
it to the teacher to explain any difficulty that may arise. 

In these Bound Volumes the article numbers, page numbers, 
figure numbers, formula numbers, etc. are continuous, thus 
making all references easy to look up, and preventing the 
many mistakes that would be likely to occur if the article 
numbers, figure numbers, etc. began with 1 in each volume. 
At the back of each volume, the Question Papers that accom- 
pany the Instruction Papers in that volume are placed in 
regular order. The questions are also numbered continuously 
throughout the course. 

AVe have paid particular attention to the arrangement of the 
instructions for drawing and the drawing plates. In order to 
obviate the inconvenience arising from the presence of folding 
plates in a book of this kind, this volume differs in form from 
that of other volumes. Its size is llK^x 14.^^^ (opening to 11]'^ 
x29^^), the drawing plates being 12 inches long between the 
border-lines. This has enabled us to place the description of 
each plate opposite the plate referred to, thus avoiding any 
turning of leaves when comparing the text with the plates. 
To one who has been accustomed to the ordinary works on 
drawing, this volume will prove a revelation. The plates are 
exact reproductions of actual drawings, by the photo-zinc 



54 



THE CORRESPONDENCE SCHOOL OF 



A Volume 
of Tables, 
Rules, and 
Formulas. 



Nothing Slm- 
11a r Ever 
Before Pub- 
lished. 



A n s TT ers to 
Questions. 



process, and are slightly reduced, in order to prevent the 
student from copying the drawing by the use of his spacing 
dividers, or other similar device. As examples of the drafts- 
man's art, these plates cannot be surpassed, and we have never 
seen them equalled ; the beautiful evenness of the sectioning, 
width of lines, and shading acts as an inspiration and an incen- 
tive to the student. A very complete index is also furnished. 
It may here be remarked that the majority of the plates are 
drawings of machine details taken from blue-prints. 

In each set there is a volume containing all the principal 
tables, rules, and formulas that are given in the other volumes. 
Each letter used in a. formula is defined immediately above it. 
The formula number and the number of the article in which 
it occurs are placed after, and a heading stating the purpose of 
the formula or rule is placed directly above. The reader will 
at once perceive what a valuable aid this volume will prove to 
him. Nothing similar to it has ever before been published. 
As the book is small, it can be carried about without incon- 
venience, and it will be found an almost daily aid in actual 
work by persons engaged in engineering and mechanical pur- 
suits. All the calculations have been made and verified by 
our Instructors, men of large practical experience in the sub- 
jects treated of, and they have produced a volume, the uses of 
which will be best appreciated by those having it close at 
hand in the drafting-room, the machine shop, the engine room, 
or wherever work is done, the accuracy and rapidity of which 
may be increased by the use of labor-saving computation. 

The last volume in each set contains the answers to the 
questions and the solutions to the examples in the Instruction 
Papers of the Course, to be found at the end of the other 
volumes. These Keys are written with the utmost care and 
thoroughness, combined with our usual simplicity of state- 
ment, and are illustrated, where the subject-matter requires 
it, with drawings and diagrams in the text and upon large 
inserted folded sheets of superior paper. 

The Bound Volumes are only issued to enrolled students. 
We send them to students as soon as they enroll. If they 
have paid for their Scholarships in full, the Bound Volumes 
will belong to them, but if not, the title of the Volumes will 
remain in us until the Scholarship is paid in full. 

We have secured, for the benefit of our students, low rates 
from the express companies on the Bound Volumes. To 
secure these reduced rates, students residing on the Pacific 
Coast must pay the express charges in advance. Before ship- 
ment we will therefore notify students residing in those States 
what the express charges will be, and they can make payment 
in advance, through us, if they so desire. 



STEAM ENGINEERING. 



00 



THE CORRESPONDENCE SCHOOL OF 
STEAM ENGINEERING. 

WHY STATIONARY ENGINEERS SHOULD STUDY. 



The Steam 
Engine in 
Modern 
Civilization. 



Cost of Steam 
P o \r e r a 
Most I m - 
portant Fac- 
tor. 



High AVages 
for Compe- 
tent Engi- 
neers. 



The steam engine is the most important factor of modern 
civilization. It has revolutionized methods of production and 
distribution, and has been the direct incentive to the creation 
of nearly all the machinery now in use, including the immense 
plants of ingenious power-tools employed in its own manufac- 
ture. To it may justly be ascribed much of the progress made 
in the last centur}'^ in the liberal arts ; without it, the vast 
improvements in metallurgy and many other branches of 
applied science would have been impossible. The total steam- 
engine capacity of the globe is twenty million horsepower, 
and there is scarcely an enterprise of any magnitude in the 
world which does not, in some way, make use of AVatt's ''for- 
tunate contrivance." 

With these facts in mind, it is not to be wondered at that the 
cost of steam power in the production of manufactured articles 
often exceeds in importance all other items of expense. In 
any industry where the competition is keen, the success or 
failure of the enterprise often depends upon the reducing of 
the cost of the steam power. Moreover, within recent years 
the fierce rivalry in business is forcing owners and managers of 
manufacturing property to pay the closest attention to every 
detail of the cost of producing steam. Hence, they have come 
to appreciate the economic importance of having educated 
engineers in charge of the generating plants, that the required 
powder may be furnished at the least possible expenditure 
for fuel and repairs ; and there is a demand for educated and 
qualified engineers which cannot be filled. 

The owners and managers have discovered that remarkable 
results can be obtained from a ton of coal in the hands of 
a capable man, and that not one steam plant in a hundred 
is run at its highest efficiency ; they are beginning to realize 
that it is better to pay $100, $150 or even $200 a month to a 
competent man, than $50, $60 or $75 to one who will let ten 
times the amount of his wages go up the smokestack or into 
the river. Millions of dollars' worth of fuel are annually 
wasted, w^hich, by the employment of educated engineers in 
the power departments, could be saved. 

The problem of filling the demand for educated engineers 
must be solved, and The Correspondence School of Steam 
Engineering is intended to assist in its solution by providing a 
means by which engineers can educate themselves. 



56 



THE CORRESPONDENCE SCHOOL OF 



\\ Steam Engi- 
neering as a 
Profession. 



Teclinical 
Education 
Necessary. 



The Best En- 
g i n e e r s 
Profit by the 
Experiences 
of Others. 



The First 
Step. 



Mensuration 
and the Use 
of Letters in 
Algebraic 
Formulas. 



Unfortunately, it is too often tlie case that the engineer looks 
at his occupation as a mere trade. He beheves that his every- 
day association with steam machinery will teach him all he 
needs to know about his business ; and his highest conception 
of steam engineering as a profession does not go beyond, even 
if it aspires to, the best care of a steam plant already installed 
and put in operation by some more intelligent man. If he 
sees to it that the safety valve is free to operate at the desired 
pressure ; that the boiler is not injured by lack of water, 
excessive scaling, neglected leaks or other readily ascertained 
causes ; that the engine cylinder is kept free from water ; its 
governor free to control its speed, and the adjustment of its 
various parts preserved, he thinks his duty as an engineer is 
filled, and he gives the subject of education no attention. 

Such a man is to be pitied. He has not yet learned enough 
to know how little he knows of the possibilities of his voca- 
tion. His ignorance is fatal to his hope of advancement with 
his present employer, or of securing a better position else- 
where, and it may endanger his life and the lives of those about 
him. A liberal education in the theory of his trade, and in the 
mathematical and physical subjects leading up to it, is the 
best life insurance policy such a man can have, and will 
prove of the greatest benefit to himself, his family, and his 
employer. 

Any thoughtful man will admit that, no matter how exten- 
sive his practice may be, or how varied his opportunities, he 
cannot expect to acquire, solely from his own experience, a 
thorough knowledge of engineering. But little of the knowl- 
edge of even the best engineers is the result of their own 
unaided efforts and experience. They do not work out for 
themselves, from original data, the rules which they use in 
their work. They make the best possible use of other men's 
experience, and their successes or failures become, in turn, 
precedents to be followed or avoided by others. It is the 
aggregate experiences of the best engineers that constitute 
engineering knowledge ; and the more a man learns of these 
experiences, the more valuable he becomes. This knowledge 
he can obtain only by study. 

To begin with, he should acquire a good working knowledge 
of arithmetic, including addition, subtraction, multiplication, 
division, cancellation, fractions, decimals, percentage, involu- 
tion, evolution, ratio and proportion, and should know how to 
apply this knowledge to practical engineering examples. Such 
a knowledge will enable him to make engineering calculations, 
such as ascertaining the strength and capacity of boilers, power 
of engines, dynamos, motors, etc., when the rules or formulas 
are given ; and will be his first step upward. 

He should next study mensuration, so that he may know 
how to measure surfaces and solids, such as the areas of pipes, 
the heating and grate surface of boilers, the clearance of engine 
cylinders, the volume of steam discharged per stroke, the water 
and steam space of boilers, the capacity of tanks ; and be able, 
also, to calculate the weight of cylinders, pistons, bed-plates, 



STEAM ENGINEERING. 



57 



Principles of 
Meclianics. 



Should Know 
H o ^v t o 
Draw. 



Indicator 
Cards. 



Higrh-Class 
Boiler Prac- 
tice. 



connecting-rods, croas-heads, pedestals and 11 v- wheels. He 
should learn how letters are used in algebraic formulas, so that 
he can make use of the steam engineering formulas found in 
the engineering pocket-books, such as Haswell's, Nystrom's, 
Kent's, etc. This is his next step upward, and completes the 
mathematics necessary for him to know ; it will be worth 
more to him than a present of a thousand dollars. 

He should next study the general principles of mechanics. 
These include a knowledge of the properties of matter ; the 
laws of motion ; the mechanical powers, such as levers, pulleys, 
screws, the wheel and axle, etc.; and their applications to tlie 
practical problems continually arising, such as calculations of 
the sizes of pulleys, governor pulleys and gears, the revolu- 
tions of shafting, etc. They include friction, horsepower, belts, 
strength of beams, chains, ropes, rods, tubes, shafting, etc. ; 
hydrostatics, the vacuum, pumps, etc., and in fact the prin- 
ciples involved in the operation of every class of machinery. 

He must also have a knowledge of drawing, to complete the 
foundation for his education. This is the most important 
subject to the largest number of men ; it is the language of 
construction, and it is the medium by which ideas are repre- 
sented on paper ; it is, in a sense, the basis of all rneclianical 
work. In every industry the demand for men who can make 
drawings and read them intelligently is greater than the sup- 
ply ; and the man who cannot draw is placed at a great disad- 
vantage as compared with the man who can. 

Along with the other instruction in drawing, our course for 
stationary engineers includes a nest of three 54^^ return-tubu- 
lar boilers, with setting, in front view and sectional elevation ; 
also, sketches (with dimensions marked on them) from which 
a complete steam engine, in plan and elevation is to be drawn. 

These studies constitute the foundation ; and the engineer is 
ready to begin the study of steam engineering proper. He 
must learn the w^hy's and wherefore's of steam making and 
steam using. He must learn to take and read indicator cards, 
so that he may get the best work out of his engine. There 
are hundreds of indicators in the hands of engineers to-day 
where there was not one ten years ago, and the time is near 
when every engine-driver will know how to use one. He w^ill 
be expected to know the proper arrangement of feed-pipes, the 
nature of heat as a source of energy, how" to calculate the 
amount of steam his engine uses per horsepower per hour, and 
the causes w^hich make multiple-cylinder engines and con- 
densing engines economical. 

He must learn not only how a boiler should be fired, but the 
principles that govern "the conflict of the atoms" within 
the furnace, in order to be sure that every unit of heat which 
the boiler is capable of producing is generated and used in the 
operation of the plant. He must learn how to operate the 
plant continuously and reliably for the purpose for which it is 
designed ; how to determine its efficiency ; and how to locate 
the defects and make the necessary improvements to obtain 
the greatest results with the least expenditure of money. 



58 



THE CORRESPONDENCE SCHOOL OF 



steam Engine 
Economy. 



Always Room 
for Improve- 
ment. 



Reward of 
Competence. 



Dangers of 
Incompe- 
tence. 



Our Instruction Papers on steam engines fully explain 
simple, duplex, compound, triple, and quadruple expansion 
engines, both condensing and non-condensing ; valve gears, 
steam distribution, condensers, separators, etc. They teach 
how to take and read indicator cards, and how to find the 
mean effective pressure, horsepower, coal and water consump- 
tion from them. 

Since the operation of all the machinery of the industrial 
plant depends upon the engineer, he has need of all this tech- 
nical education, that he may be able, in case of a breakdown, to 
. make repairs promptly and satisfactorily. Steam engineering 
looks rather simple to those who know nothing about it ; most 
things do. But for the young man who starts at the bottom, 
always looking for something that will be to his advantage 
to learn, there is now and always will be plenty to look for, so 
long as the steam engine remains *Hhe great prime mover." 
The stationary engineer of to-day must know more of what he 
is doing, and why he is doing it, than ever was required of 
stationary engineers before. Either that, or he must stand 
aside for those who are pushing to know ; for no self-respecting 
man is willing to work at steam engineering, or any other 
trade or profession, for years, without making an earnest effort 
to know all he can about it. 

The following anecdote illustrates the advantage of '* know- 
ing how." Some time ago the engine at a large industrial 
establishment could not be started. After the loss of several 
hours in rneffectual attempts to start it, it was decided to send 
to a neighboring establishment for an engineer who had the 
reputation of being a master of his trade. He came, looked 
over the engine, gave a tap or two with a hammer, turned on 
the steam and away she went. He sent in a bill for $20.00 
and the superintendent returned it for particulars, as he thought 
the amount excessive. When the bill was sent in again it read 
as follows : 

^ To one-half hour's time $0 50 

To knowing how 19 50 

Total $20 00 

The bill was paid and the moral noted. It is also likely that 
a new engineer was employed. 

We have heard of another case where a firm thought it would 
economize, and discharged a good man, putting a fifteen-year- 
old boy, with no experience, in the engineer's place. After 
showing him about firing, oiling around, starting and stopping, 
things seemed to go pretty well; and visions of increased profits 
and fat bank accounts came prominently to the fore. One 
Monday morning the boy couldn't get steam ; his fire was all 
that any fire could be, but the boiler made no steam. Some of 
the hands began to arrive, and, noticing a peculiar smell from 
the boiler room, proceeded to investigate it. They found a 
raging fire burning under an empty boiler. Some one knew 
enough to draw the fire, so no lives were lost ; but it was a 



STEAM ENGINEERING. 



5',> 



E iigineers 
Required to 
Obtain Li- 
censes. 



Our Courses 
Q u a 1 i f y to 
Pass Exami- 
nations. 



close call. The repair bill and the lost time would have paid 
a good man ten months' wages at $100 per month. 

The time is at hand when every engineer will be required to 
obtain a license before he can secure a position. This license 
is already required in several cities and states, and in a very 
short tinie it will be required in all of them. The National 
Association of Stationary Engineers, a powerful and influential 
organization, is working hard to produce this result, and as 
their object is laudable, they are receiving the assistance of 
intelligent men in all lines of business. While, at first, the 
examination may be made comparatively easy, its standard 
will be advanced from year to year. 

Our course in steam engineering is designed to qualify sta- 
tionary engineers to pass examinations required to procure 
licenses. In New York and other large cities of the country, 
engineers are required to have a special license for each plant ; 
and the course will enable those who already have licenses, to 
pass examinations for positions of higher grade, where the 
wages and opportunities for advancement are greater than in 
smaller plants. Any man can qualify himself in our Steam 
Engineering Course to pass any examination required of sta- 
tionary engineers. 



Moral Obli- 
gation of 
Firemen to 
Study. 



■Great Risks 
with Boilers 
in Charge of 
I g n o 1* a n t 
Men. 



THE FIREMAN'S ROAD TO ADVANCEMENT. 

Steam boilers are an absolute necessity in this industrial age. 
They furnish to-day a power equal to double that of the total 
w^orking force of the world's population. Intelligently used they 
are as safe as kitchen stoves, and in the interest of humanity 
it behooves all who are employed about them to acquire such 
knowledge of their construction and the best methods of oper- 
ating them as will prevent the disastrous explosions so often 
noted in the casualty columns of the daily papers. The lives 
of jnany people often depend upon the carefulness of the fire- 
man, and this carefulness is assured only when he has a knowl- 
edge of the dangerous forces which a careless act may set in 
motion. There is, then, a moral obligation to study resting 
upon every fireman. 

Within the past decade, boiler pressures have been doubled. 
Ten years ago 75 and 80 pounds were common, and instances of 
100 pounds unusual. To-day pressures of 150 and 160 pounds 
are common, and instances of 200 pounds are as common as 
those of 100 pounds were ten years ago. The public will not 
allow such tremendous pressures to be maintained without 
proper safeguards in the way of boiler inspection and the exam- 
ination and licensing of those in charge; and legislation in that 
direction is certain to be enacted. Government inspection of 
land as well as marine boilers is already in force in many 
places and may be reasonably expected to become general at 
an early date. ^ Government inspection alone, however, will 
go but a little* way in providing for public safety, for an incom- 
petent man can wreck a good boiler twenty-four hours after it 
is inspected ; and it is quite probable that laws similar to those 



60 



THE CORRESPONDENCE SCHOOL OF 



Firemen 
Should Edu- 
cate Tliem- 
selves. 



AVhat They 
Must Learn. 



Instruction 
on Steam 
Boilers. 



Unskilled vs. 
Efficient 
Fireman. 



Educat i o n a 1 
Opportu - 
n i t i e s ^V e 
Offer. 



in Massachusetts will soon be passed in other states, prohibit- 
ing the employment about steam plants of any who have not 
proved their ability before an examining board and obtained 
licenses. 

Every fireman has a natural desire to rise above the laborious 
work of his position. By educating himself in the theory of 
steam engineering he will be able lo do his work better. He 
will make steam with less coal. He will detect faults and 
remedy them. Thereis a constant advancement in the stand- 
ard of knowledge required of men employed about machinery. 
The competent fireman should know more than how to throw 
coal. He should know the causes which produce burned or 
bagged boilers, and be able to remedy them ; he should know 
the proper thickness of fuel necessary for the best results in 
steam raising ; he should understand the great necessity of 
proper air space in grates, of keeping the boiler setting air- 
tight, etc. He should understand the circulation of water in 
the various types of boilers, and especially of the type in use 
at the plant where he is employed ; the point of greatest safety, 
economy and efficiency for admission of water to liis boiler, and 
why it is dangerous to pump too large a quantity of cold water 
into it rapidly. He should keep a record of the coal burned 
and water evaporated by the boilers, so that he may know how 
much water his boilers evaporate per pound of coal, how to 
measure the moisture in steam, and be able to care for boilers 
when not in use. He should have a clear idea of the proper 
arrangement of stokers, coal bunkers, ash and coal conveyors 
and elevators, economizers, fans, smoke flues and other auxili- 
aries necessary to transform his boiler room into a model plant. 

Our instruction on steam boilers for stationary engineers 
and firemen covers the subject of heat, vaporization, and con- 
densation of water and steam, and the combustion of fuels. It 
embraces the various types of boilers, as the plain cylindrical, 
flue, vertical, return-tubular, water-tube boilers, etc. ; also, 
grates, chimneys, smokestacks, drums, pipes, and fixtures, such 
as safety valves, blowers, gauges, etc. It also embraces stay- 
ing and bracing, setting, hanging, cleaning and testing of 
boilers, and is a thorough guide to their intelligent care and 
operation. 

The unskilful fireman can do more to decrease the efficiency 
of the average steam plant than the skilful designer can to 
improve it. If a fireman will educate himself so that he will 
not decrease the efficiency but materially increase it, his em- 
ployer will soon notice the difference in the bills for coal and 
repairs ; and his promotion will follow as a matter of course. 

For men who are ambitious there is an almost limitless field. 
The Correspondence School of Steam Engineering places in 
the way of all who are engaged in or about steam plants oppor- 
tunities for study for which, a generation ago, men would have 
gladly given hundreds of dollars, but of which any man, how- 
ever situated, can now avail himself at an almost nominal sum, 
without leaving his home or losing a moment's time from his 
work. No fireman can afford to neglect such an opportunity 
to improve his condition. 



STEAM ENGINEERING. 



61 



A c <i 11 i r e 
T h o rough 
Know ledge 
of (; o n d i - 
tions Under 
Which They 
Are Used. 



X)evelopinent 
in \V a t e r 
Transporta- 
tion. 



The Modern 
Steamship. 



Classification 
of Vessels. 



DEALERS IN ENGINES, BOILERS AND STEAM FITTINGS 

BENEFITED. 

Our courses in steam engineering will be especially bene- 
ficial to the above class, because the practical steam engineers 
make the best salesmen. They will command the confidence 
of the trade, because they will know which are the best goods 
to Carry. It stands to reason that if a man is thoroughly 
familiar with the uses to which machinery is put, he is better 
able to present its merits to his customers than he otherwise 
would be. Our Instruction Papers on steam engineering 
machinery are complete and up to date. The man who studies 
them carefully will know more about what is desirable in a 
machine or line of supplies to perform certain work about a 
a steam plant, than many of his customers. 

THE EDUCATIONAL NEEDS OF MARINE ENGINEERS. 

In no other field of human endeavor has greater progress 
been made than in water transportation. The steamer of 
to-day is a floating battery of machinery, dependent upon her 
boilers and engines for every evolution, and is as unlike the 
ship of a century ago as a modern office building is unlike a 
log hut. In this branch of the profession, steam engineering 
reaches its highest perfection, because the conditions are fixed 
and the engines are required to perform regular and uniform 
service. Great responsibility rests upon the man in charge of 
the modern marine plant. It needs no argument to show that 
it requires the highest degree of technical training, combined 
with executive ability and highly trained perceptive faculties, 
to manage a steam plant containing two six-cylinder engines 
working at a pressure of two hundred pounds of steam, devel- 
oping twenty thousand or more horsepower, and requiring the 
services of sixty engineers, machinists, oilers, and wafer tend- 
ers, and one hundred and twenty firemen and coal passers. 
Such plants are strictly controlled by their respective govern- 
ments. For the protection of life and property, laws are enacted 
compelling owners to place qualified men in charge, dividing 
steam vessels into classes and establishing grades for licenses. 

By the United States government, steam vessels of its mer- 
chant service are placed under the supervision of the Treasury 
Department, and are divided into ten classes, which are given 
below in the order of their importance. This classification 
does not include pile drivers, sawmill boats, small ferry and 
pleasure steamers or other nondescript craft of light tonnage 
and little importance, for which special licenses are required. 

7. Non-Condensing, Freight, 



1. Ocean ; 

2. Condensing, Lake, Bay and 

Sound ; 

3. Non-Condensing, Lake, Bay 

and Sound ; 

4. Condensing, River ; 

5. Non-Condensing, River ; 

6. Condensing, Freight, Tow^- 

ing and Fishing ; . 



10. 



Towing and Fishing 
Condensing, Steamers over 

One Hundred Tons ; 
Condensing, Steamers un- 
der One Hundred Tons ; 
Canal Steamers. 



62 



THE CORRESPONDENCE SCHOOL OF 



Grading and 
Licensing of 
Marine En- 
gineers. 



Must Have 
liicenses. 



Technical 
Education a 
Necessity for 
the Modern 
Marine En- 
gineer. 



Engineers on these ten classes of steamers are divided into 
thirty-six grades. Each of the ten classes of steamers has a 
chief engineer and a first assistant engineer. Nine of the ten 
have chief engineers and first and second assistants, and seven 
have chief engineers and first, second and third assistants. 
A license is required for each grade, and the grade is fixed 
according to the class of vessel upon which the engineer is 
employed. Chief engineers cannot act as chiefs on vessels of a 
higher class without being reexamined and procuring new 
licenses, nor can a first assistant engineer act as chief on the 
class of vessel for which he has qualified without similarly 
procuring a new license, and the same holds true wdth each of 
the thirty-six grades. 

To act as a marine engineer without a license is punishable 
by a fine of |100 ; moreover, an engineer is required by law 
when he assumes charge of the boilers and machinery of a 
vessel to forthwith thoroughly examine thein, and if he finds 
any part in bad condition to immediately report the facts to 
the inspectors of his district, who thereupon investigate the 
matter, and if the former engineer is found to have been care- 
less in the discharge of his duties, his license is suspended or 
revoked by the government. 

The important part the license system plays in marine steam 
engineering is thus seen. Those who hold positions as first, 
second or third assistants must stand examinations to secure 
promotion to higher positions on the vessels on which they are 
employed, as chiefs and assistants must do to obtain positions 
on vessels of higher grade. The marine engineer must study 
if he wishes to advance. 

Enough has been said to show w^hat a field is open to the 
ambitious marine engineer. This field is not, however, open 
to the man who is unwilling to devote at least a portion of his 
spare time to study. 

The Atlantic liners are about as regular as railroad trains in 
regard to their time of arrival and departure, the total varia- 
tion of some of them in trips for two years being not more than 
an hour or so off schedule, and in a few cases only a few min- 
utes. To cause one of these gigantic vessels to maintain such 
a uniform rate of speed in storm and calm necessitates that 
the chief engineer should have a thorough knowledge of the 
important machinery in his charge and of the principles 
governing its construction, so that it may be kept in perfect 
working order. The time was, when, upon the arrival of an 
overdue steamer at port, the captain w^as lauded to the skies 
and the engineer received no recognition whatever ; but it 
is now beginning to be understood by the public, and is 
thoroughly understood on shipboard, that when a breakdown 
in the machinery occurs it is usually the chief engineer who 
makes it possible for the vessel to proceed. 

Until the establishment of The Correspondence School of 
Steam Engineering, sea-going engineers who contemplated 
getting their papers raised were compelled to stay at home 
during a voyage and go to some regular day or night school to 
obtain the necessary knowledge of mathematics, drawing, etc., 



STEAM ENCilNEERING. 



6;^ 



required to pass the examinations. By our method they can 
obtain this knowledge without losing a moment's time. 
Our Course Our course of instruction for marine engineers contains the 
Mariue same thorough groundwork in arithmetic, mensuration 



for 



Kngineers. 



Why 
Must 



They 
Study. 



"Working 
Up " from 
the Bottom. 



We Remove 
Many of the 
D 1 f f Iculties 
in the ^Vay 
of Getting a 
Technical 
Education. 



„ ^ , .,... — ,.. and 

the use of letters in algebraic formulas, the principles of 
mechanics, drawing, etc. as our course for stationary engi- 
neers, except that in place of the 54^^ return-tubular boilers 
and stationary steam engine, students are required to draw a 
front and sectional elevation of a corrugated flue marine boiler, 
and a triple expansion marine engine in elevation. 

The marine engineer ambitious for advancement requires a 
complete knowledge of the theory of steam raising and steam 
using, and of the application of the principles of steam engi- 
neering to marine work ; he also requires much special instruc- 
tion adapted to his particular profession, and he must have such 
a knowledge of the construction of the plant under his charge 
as will enable him to quickly repair a breakdown at sea. 

OILERS, WATER TENDERS, FIREMEN AND COAL PASSERS 

CAN OBTAIN LICENSES. 

Under the regulations of the United States Treasury Depart- 
ment, before a person can secure a license for a position on 
the lowest class of steam vessels, it is necessary that he shall 
have lived at least six months in the United States, shall have 
declared his intention of becoming a citizen and shall have had 
three years' experience in the engineer's department of a 
steam vessel. If he has been a stationary or locomotive engi- 
neer or has worked in the machine shop of a marine engineer- 
ing plant for three years, and has had a year's experience at 
sea in the engineer's department, he can be granted a license 
for any grade lower than second assistant engineer of an ocean 
steamer. 

It is because this practical experience is necessary that the 
majority of chief and assistant engineers are men w^ho com- 
menced life as oilers, water tenders, firemen, or in other 
subordinate positions about the steam plants of vessels. Many 
of these men obtained the theoretical education to qualify 
them to pass examinations under most disadvantageous con- 
ditions. They were compelled to study text-books, without 
having the preliminary education needed to read them under- 
standingly. They overcame difficulties in educating themselves 
that are now removed by our method of instruction, A man 
cannot read text-books intelligently without a knowledge of 
arithmetic, mensuration and the use of letters in algebraic 
formulas ; and thousands who have attempted to prepare 
themselves to pass merchant service examinations by reading 
them have become discouraged and have given up. ^ As soon 
as they started to study they encountered difficulties seem- 
ingly insurmountable, but w^hich would have been easily over- 
come had they possessed the preliminary education which we 
give our students before requiring them to study advanced 
subjects. 



'64 



THE CORRESPONDENCE SCHOOL OF 



The Boiler 
Room a Good 
Place to 
Start from. 



•Qualified for 
P r o m o t ion 
and Better 
Pay. 



It is the subordinates on steam vessels who have had the 
necessary practical experience, who ought to qualify them- 
selves for the advanced positions. Their occupation gives 
them excellent opportunities for learning. The most impor- 
tant department of the marine plant is the boiler room. If 
this is wrongly managed the operation of the whole is unsatis- 
factory. It is owing to the fact that the proper care of the 
boilers is so essential to the safety of the vessel that boiler 
practice plays such an important part in examinations for 
marine licenses. 

According to the statutes of the United States : "No person 
can receive a regular engineer's license for any regularly clas- 
sified vessel who is not able to determine the weight necessaiy 
to be placed on the lever of a safety valve (the diameter of the 
valve, length of lever and fulcrum being known) to withstand 
any given pressure of steam in a boiler, or who is not able to 
figure and determine the strain brought on the braces of a 
boiler with a given pressure of steam, the position and distance 
apart of the braces being known." 

As it takes from two to three thousand tons of coal to carry 
an Atlantic liner across the ocean, and a proportionately large 
amount for vessels of other types, every pound of coal thrown 
upon the grate must give an adequate return for its cost. The 
marine engineer must know how to use the coal economically, 
and must have the best information obtainable as to what it 
does do and what it can do, or there will be waste ; and his 
helpers, ambitious for advancement, nuist have the same 
knowledge. To this end they must study marine engineering. 
Without study they cannot pass the increasingly difficult 
examinations and procure the licenses which they must have 
to be promoted. Our Marine Engineer's Course will give the 
marine engineer, oiler, water tender, fireman or coal passer 
the instruction he needs to qualify himself for promotion and 
better pay. 

Persistent - In speaking of self-educated engineers, the editor oi Engi- 
Study Brings neering recently said: "But a few days since a young man 
Success. called on me in the course of business. He is an instructor in 

one of the most prosperous technical schools in the country. 
AVhen his business was finished he said: *I am a marine 
engineer myself.' 'Indeed!' was the reply, 'how did that 
come about? ' ' I was a coal passer in the Red D. line not so 
very long ago, and filled that berth for about six months ; then 
I got to be water tender, oiler, assistant engineer and so on 
up.' This was all told very modestly, and as a mere matter of 
fact, without bragging as to his knowledge ; but as he was a 
man without any res^ources except his native pluck and deter- 
mination to succeed, it is not difficult to understand that he 
got on in life, for he gets a good deal more money now than an 
engineer does, and he is not over 35 years of age. It is impos- 
sible to keep a man down in this country if he wants to rise, 
and it is equally true that we cannot raise men who have no 
ambition to improve themselves. If one has this, every hand 
will be raised to help him on his way, but no one interests him- 
self in those who are satisfied to stay at the bottom of the ladder. ' ' 



1 








'— 3r*\ • ? 



i> 



BDILER SETTING. 



^i 




DRAWING PLATE NO. XIV. 
.\aMipal<l>( S«o«« la<i(ractlu Vtrtt oo llitsioc. ol Ibc CormpoaJcOii Sck-il »l Sim« CaiiDnrlat. SUUMan "' 



STEAM ENGINEERING. 



«5 



\ 



General Ap- 
plication of 
Electricity. 



Its Use on 
Shipboard. 



E n g i neers 
Must Under- 
stand it. 



E 1 e c t r i city 
Taught in 
Our Steam 
Engineering 
Course. 



Dynamo Con- 
structi on 
and Opera- 
tion. 



Trans form- 
ers, Motors, 
S ^v 1 t c h - 
boards, etc. 



THE ELECTRICAL PART OF THE STEAM ENGINEER'S 

EDUCATION. 

The use of electricity for running machinery and for hghting 
purposes is becoming general and the number ot engine-rooms 
containing dynamos, very great already, is rapidly increasing. 
Tliere is no reason why the engineer should not learn to look 
after the dynamo as well as the engine. By so doing he 
assumes greater responsibilities and is entitled to more pay.. 

The marine or stationary engineer who is not competent to 
run and care for electrical machinery will soon be a back num- 
ber. On shipboard, the advantages of the dynamo over the 
steam engine for working capstans, windlasses, pumps and 
steering gears are many. The first cost of long steam pipes, 
their waste from condensation and their liability to accident, 
render them much less desirable than flexible wires for the 
transmission of motiveforce throughout the ship. Dynamos 
and motors are daily coming into more general use on ship- 
board. 

The same forces which evolved the automatic engine of 
to-day out of the old slide valve engine of yesterday are at 
w^ork on the evolution of a more efticient class of engineers, 
who must understand the principles of electricity in order to 
be able to care for the electrical machinery which is every 
year coming into more general use in steam plants. 

Our instruction on the care and operation of dynamos, motors 
and electric stations is embraced in three Papers in which the 
principles, operation and care of such machinery and appli- 
ances are thoroughly treated and explained. The first Paper 
begins with the elementary principles of electricity and mag- 
netism ; defines the technical terms ; explains the relation of 
the practical units used in electrical measurements ; describes 
the common types of electrical instruments, and deals with the 
mechanical equivalents. It enables the studejit to thoroughly 
understand the rudiments of the science. 

The second Paper takes up the general theory of the dynamo, 
explaining the fundamental laws governing the action which 
goes on when the dynamo is in operation, by which action it 
can furnish its current. Continuous current dynamos of the 
styles used for incandescent lighting and power purposes are 
taken up, and the various arrangements of the windings and of 
magnetic circuits, the conditions governing the efficiency and 
the losses which occur, and the limitation of the output are 
fully discussed.- In this Paper are also described the various 
methods of winding the field magnets, and the methods of 
regi^lating the machines. 

Constant current dvnamos and alternators, both single phase 
and multiphase, are' treated of in the third Paper. The dis- 
tinctive features of alternating currents are described (only 
the simplest mathematics being used), and the theory of the 
action of transformers is fuUv explained. The details of the 
theory and action of electric motors, including the latest 
developments in the line of alternating current machinery, 



66 



THE CORRESPONDENCE SCHOOL OF 



All the Infor- 
mation Re- 
quired to 
Successfully 
Care f o r 
Electric Sta- 
tions. 



L o c o m otlve 
Engineers 
]Veed to be 
Educated. 



They Have 
Great Re- 
spon si bill- 
ties. 



High Pres- 
sures. 



are clearly explained. The installation, care and operation of 
the various classes of electrical machinery are treated upon in 
a thoroughly practical way, to enable the student to detect 
and remedy the various faults and troubles liable to arise, and 
to install and operate the machinery in the most satisfactory 
manner. As one of the most important features of the plant, 
a section of the Paper is devoted to the principles and con- 
struction of switchboards for arc and incandescent lighting 
and power purposes, for direct and alternating currents. Cuts 
and descriptions of typical switchboards are employed to 
give the students a knowledge of the practice in this line and 
of the requirements and uses of the apparatus employed. 

The instruction is intended to qualify steam engineers and 
other students to understand, operate and care for electrical 
machines — economically and intelligently ; to install electrical 
plants ; to perform calculations involving electrical units, and 
to locate and remedy faults in general. The Papers are liber- 
ally illustrated with cuts and diagrams of apparatus and exam- 
ples taken from actual practice. 

LOCOMOTIVE ENGINEERS AND FIREMEN SHOULD STUDY. 

The reasons why stationary and marine engineers should 
secure educations in steam engineering apply with equal force 
to locomotive engineers and firemen. It is well known that 
the mechanical knowledge of many locomotive engineers is 
limited to the engine they run or engines of similar type, and 
that many of them do not understand all the points in the 
mechanism of the one particular engine with which they are 
most familiar. They sometimes have difficulties to contend 
with that could be readily overcome if they only knew how to 
do it. The lives of the train crew, and frequently the lives of 
hundreds of passengers, depend on the mechanical ability of 
the locomotive engineer. He works under a great nervous 
strain, and this is especially the case when he feels that he 
does not perfectly understand the ponderous and powerful 
machine he is directing. Mechanical knowledge, therefore, i& 
a most important qualification in a locomotive engineer or 
fireman. 

Caring for the ordinary wants of two high pressure engines 
attached to a high pressure boiler (which is what a locomotive 
really is) is a small matter when compared with the care of 
such a plant mounted on wheels and traveling up and down 
hills and around curves, across bridges, along high embank- 
ments and through tunnels and deep cuts at a very high rate 
of speed, cut off, as locomotives frequently are, from water 
supply, fuel, tools and other steam plant requisites. 

If locomotives as now constructed were capable of no higher 
rate of speed than the "John Bull," which at the time of the 
World's Fair celebrated its 62d year, and interested and 
amused the country by running from New York to Chicago, 
(consuming several days in the trip), the care and operation of 
locomotives would not be matters of such great moment. But, 
in the case of a locomotive like the New York Central, No. 999, 
designed to withstand enormously high pressures, and which 



STEAM ENGINEERING. 



G7 



Great Variety 
of Types i ii 
use. 



What They 
Must Know. 



Studies Em- 
bra c e d In 
Our Course 
for LocoHio- 
t i V e Engi- 
nee rs and 
Firemen. 



His Road to 
Advanee- 
ment Runs 
up the Grade 
of K n o w 1 - 
edge. 



has repeatedly demonstrated its ability to run a mile in less 
than thirty-five seconds, the greatest care mii!?t be exercised, 
and a thorough knowledge of everything pertaining to the 
locomotive is required. 

There are over 1,000 varieties of locomotives in the United 
States alone, ranging in size and power from the machine 
which, together with its tender, weighs less tiian five tons and 
is designed only for the lightest shifting or mine service, to the 
outfit weighing over 100 tons, constructed to haul a train 
weighing a million pounds at a speed of fifty miles an hour. 
But, no matter what may be the type of machine he runs, the 
modern locomotive engineer mus't be clear-headed and self- 
reliant, and should be thoroughly educated. The locomotive 
engineer who wishes to advance 'nmst understand the reasons 
why it is best to do his work in a certain way. He should 
know, for instance, why a fresh fire under a boi'ler filled with 
cold water should be started slowly ; why certain parts of the 
boiler aie necessarily weaker than others ; why the injector is 
placed high in the boiler ; why thin sheets are used in the fire- 
box ; why staybolts are drilled, and why more than one 
cylinder and one pair of drivers are used, etc. 

He must understand why it is necessary to provide enough 
water in the tank so that in climbing a grade the front end of 
the flues will not be laid bare, and that when the engine has 
pitched over the grade he can keep the crown sheet covered ; 
and why he must have a supply of water for the thousand and 
one contingencies which arise when it is necessary to quickly 
inject water into the boiler. He should know the causes, inju- 
rious effects, and remedies for foaming and priming, and be 
acquainted with the principles and construction of air and 
vacuum brakes, etc. 

Without study it is impossible for the engineer to get from 
his locomotive the best results or to give his employer the 
most satisfactory service in emergency repairing, detecting 
incipient defects, etc. 

Our course for locomotive engineers includes all the instruc- 
tion in arithmetic, mensuration and the use of letters in 
algebraic formulas, mechanics, drawing, dynamos, and motors 
covered by our courses for stationary and marine engineers, 
except that in the work on drawing, students, instead of 
stationary and marine boilers and engines, make a front eleva- 
tion of a passenger locomotive and tender. This drawing is of 
such a size that two of our standard plates, 18^^ by 24^^ in size, 
are required to contain it. As the locomotive boiler and engine 
constitute one machine, these subjects are treated as one in our 
Locomotive Engineers' Scholarship, under the subject "Loco- 
motives." The course is thorough and complete, and will 
give any locomotive engineer who completes it a first class 
education in the theory of his profession. 

Many of the most prominent railroad officials in America are 
men who have ascended the ladder, from the bottom round. 
They used the fire-box and cab only as steps. They did not 
secure promotion and prominence by "good luck." They 
obtained it through a quality which beats " luck " every time— 



68 



THE CORRESPONDENCE SCHOOL OF 



I^arge Num- 
bers in Use. 



a desire for knowledge, combined with the ability to apply 
themselves to study. There is no surer road to promotion in 
the service of a railroad company than the one that runs up 
the grade of knowledge. 

COURSE FOR TRACTION ENGINEERS. 

Thousands of small, portable engines are in use in the rural 
sections of every part of the country. Their value for thresh- 
ing purposes in the fall, for sawing lumber in the winter, and 
for road-making and heavy farming operations at other sea- 
sons of the year is so recognized and appreciated that the 
number now in use will probably be doubled within the next 
ten years. 

Many of these engines are used for only a portion of the 
year, during which time the services of a small army of men 
and boys are required for their care and operation. During 
the balance of the year they stand idle, and unless cared for 
by those who know how, they will rust and deteriorate, and 
become unsafe for further use. 

The engineers who have charge of them are, in the main, 
such as have had neither education nor previous experience in 
steam engineering to fit them for their responsible duties. As 
a result, we find that more boiler explosions and other fatali- 
ties are traceable to the mismanagement of traction, sawmill 
and threshing engines than to that of all the other stationary 
engines put together. 

The education of the men who have charge of these engines 
is the only remedy for this condition of affairs ; not an educa- 
tion in Greek, Latin, and history, but in the theory and practice 
of steam engineering, mathematics, mechanics and drawing. 
This education they can obtain in The Correspondence 
School of Steam Engineering, in which they can qualify not 
only to safely and economically care for the classes of engines 
above referred to, but, also, for the most complex and powerful 
engines in use in the world to-day. They can thus utilize 
their experience with whatever type of engine they may be 
best acquainted, to fit themselves for more responsible, more 
permanent and more remunerative positions. 

In response to numerous requests for such a course, we have 
prepared a special course of instruction for persons engaged in 
the care and management of traction and portable engines. 
The course includes the same instruction in arithmetic, men- 
suration and the use of letters in algebraic formulas, mechanics 
and mechanical drawing as is given in the Stationary Engineers' 
Scholarship. In addition, it includes thorough instruction in 
the whole subject of traction and portable engines, both simple 
and compound. Much valuable instruction is also given on 
the subject of fire engines, for the benefit of students who may 
wish to acquire some knowledge of that branch of engineering. 

One of the most valuable features of the Traction Engineers' 
Scholarship is the general instruction on portable machinery 
which concludes the course. The various types of threshing, 
harvesting, road-making, sawing, hoisting, an(J boring and 



AVhy They 
Cause So 
Many Acci- 
dents. 



The E n g i - 
heers Need 
Education. 



The Kind of 
Education 
They Need. 



What the 
Course In- 
cludes. 



Portable 
Machinery. 



STEAM ENGINEERING. 



69 



Development 
of the Gas 
!Eug:me. 



I 

I 



Its Grow^ing 
Importance. 



Principle o f 
the Gas 
Engine. 



drilling machines, and their parts, including all the kinds of 
machinery commonly run by traction and portable engines, is 
treated of in as great detail as is considered necessary to give 
the student a good knowledge of how to purchase, manage, 
and care for the same in the most economical and satisfactory 
manner. This course will undoubtedly prove one of the most 
popular scholarships in The Correspondence School of Steam 
Engineering. 

INSTRUCTION IN GAS, GASOLINE, AND OIL ENGINES. 

It required more than one hundred years to bring the steam 
engine to its present slate of perfection. The gas engine has 
been developed and perfected in less than a generation. The 
gasoline engine has established a record for etiiciency and 
economy in so short a time that scarcely one engineer in a 
hundred is aware of the fact that it, as well as the gas engine, 
has already become a dangerous competitor of steam. 

For many years no large gas engines were built, none being 
of more than three horsepower, and the only recommendation 
of the gas engines which were built was their great con- 
venience ; the fuel consumption was enormous, being from 85 
to 95 cubic feet of gas per horsepower per hour. The first 
engine of the compression type, the only kind which has ever 
come into serious competition with the steam engine, was 
built in 1876. The remarkable advances which have been 
made since that time can be appreciated when it is learned 
that although the best gas engines of that day required 28 
cubic feet of gas per horsepower per hour, a first-class modern 
engine will produce an indicated horsepower on a gas con- 
sumption of less than one-half that amount. These results 
justify the statement of a prominent engineer that "No fuel 
should be used for any mechanical heating operation except 
it be first converted into gas," and have led to a remarkably 
rapid adoption, especially during the last three or four years, 
of gas and gasoline engines in all parts of the country. 

At least a hundred and twenty-five establishments in the 
United States are engaged in the manufacture of gas engines, 
and the total number in use in America is already consider- 
ably in excess of 50,000, but these are only the beginnings, 
and as the public becomes acquainted with the advantages 
that they possess, their much wider use is certain to follow. 
It is erroneously supposed by some that the modern gas 
engine can only be used to advantagefor small plants requiring 
less that 50 horsepower, but this is a mistake, for improve- 
ments in gas and oil engines have so far progressed that engines 
of from 200 to 500 horsepower are now in competition with 
steam and are showing such results as steam power cannot 
hope to equal. Furthermore, there are several firms that 
stand ready to build gas engines up to 1,000 horsepower. 

The principle of the gas engine is not a difficult one to com- 
prehend, especially by one who understands the steam engine. 
Like the steam engine, it has its cylinder, piston, connecting- 
rod, and crank-shaft, but the motion of the piston, instead of 
being caused by the expansion of steam, is caused by the com- 



70 THE CORRESPONDENCE SCHOOL OF 



bustion and expansion of a mixture of air and gas. Nearly all 
gas engines are so constructed that upon the first outstroke of 
the piston the cylinder is filled with gas and air, mixed in 
proper porportion ; upon the return stroke this mixture is 
compressed ; when the mixture is compressed to a proper 
degree it is fired by an electric spark or other igniting device, 
and the consequent expansion drives the piston forward, 
thereby transmitting power to the crank-shaft, which carries 
fly-wheels and driving pulley. On the second instroke of the 
piston the burnt mixture ' is expelled through the exhaust 
valve and pipe. The principle of the gasoline engine is the 
same. When gasoline is used it is pumped, or flows by 
gravity, into the cylinder as required, every charge being 
measured accurately so as to produce a given amount of gas in 
the cylinder. In a well-built gas engine the rate of speed can 
be changed as required, or the fuel can be changed from manu- 
factured gas to natural gas, producer gas or gasoline, without 
missing a single stroke. The remarkable fact to be appreciated 
concerning gas and oil engines is that they are constantly 
working under conditions which at first sight appear 
impossible, i. e., with explosions at every other revolution, 
and generating a heat in the interior of the cylinder estimated 
at 2,800° Fahrenheit — a temperature higher than that of molten 
steel. 

Safety. In spite of popular belief to the contrary, there is nothing 

about a gas or gasoline engine to explode, not even the 
gasoline tank. Under ordinary circumstances, the gasoline 
vapor will not explode. To make it explosive requires the 
addition of a proper amount of air. At ordinary temperatures, 
the vapor of gasoline fills the vacant space above the liquid to 
the exclusion of air, and a flame, brought close to a hole on 
top of the reservoir, lights the vapor, which burns at the 
opening in a manner similar to gas at the end of a pipe. Placing 
the hand over the hole will immediately put out the flame, and 
no damage will be done. The principal danger in the use of 
gasoline engines lies in ignorance of the properties of gasoline, 
just as an ignorance of the properties of steam and the proper 
manner of handling it makes a steam plant dangerous, or 
a similar ignorance of electricity makes an electric plant 
dangerous. When properly installed and managed, gas 
engines are perfectly safe, and they can be, and are, used with 
safety in places where steam power would be dangerous to life 
and property. 

Economy. One of the great points in favor of the gas engine is its 

economy of operation. A first-class gas engine of a given 
power costs about the same as a first-class steam engine and 
boiler of equal power, but the expense of installing the gas 
engine is much less. From this point onward the gas engine 
possesses great advantages in point of economy over the steam 
plant. As it requires no boiler, there is no fireman to pay, and 
no boiler insurance to carry. The engine costs nothing except 
when in actual operation, and then only in proportion to the 
amount of work it is accomplishing ; hence, where power is 
used intermittently, the saving in this way alone soon amounts 



STEAM ENGINEERING. 



71 



Fuel Con 
sumption. 



"Water Con- 
sumption. 



to a large sum. The yearly repair bill of a well-designed and 
well-constructed gas engine will not, as a rule, amount to more 
than a few dollars, say |5 for a six-horsepower engine, a 
remarkable saving over the repair bill of a plant of equal 
capacity developing its power from steam. 

In regions where natural gas can be obtained the expense of 
running a gas engine is very low. A thousand cubic feet will 
run a six-horsepower engine ten hours at full capacity. Sup- 
posing the gas to cost the consumer 25 cents per 1,000 feet, the 
price of the fuel would be a trifle over 4 cents per horsepower 
each day. If the power user is so situated that he cannot 
obtain natural gas, he can use either gasoline, or a special gas- 
producing apparatus. 

In an independent gas-engine plant the gas producer takes 
the place of the boiler required with a steam plant. A gas 
producer can be built as cheaply as a good boiler ; it takes less 
room and its depreciation is less rapid. These producers 
accomplish wonderful results. In a gas producer power can 
be obtained from almost any carbonaceous material, even the 
most inferior. Wood, sage brush, lignite, wool-fat, resin, 
sawdust, and other materials which do not give satisfactory 
results under a boiler, can be used to advantage in a gas pro- 
ducer. One pound of anthracite coal turned into gas in a 
producer will develop as much power in a gas engine as two 
pounds when employed in making steam in the most perfect 
form of steam plant in existence to-day. This calculation is 
based upon the results obtained with the most economical 
boiler plants and triple expansion engines in use. When the 
gas engine is compared with small plants, say of ten horse- 
power, where a good deal of power is wasted, the results are 
startling. Under these conditions it is calculated that one 
pound of anthracite coal turned into gas in the producer will 
develop as much power in a gas engine as seven pounds when 
employed in making steam. Because of these astonishing 
facts, gas engines are sure to be used much more extensively 
in the future than they have been in the past. In the Rocky 
Mountain and Pacific Coast States, where, as a rule, fuel is 
expensive and water is scarce, the gas engine is the ideal 
engine and is rapidly superseding the steam engine for many 
purposes, both on sea and land. 

Gas and oil engines can be used in places where the use of 
steam is prohibitory because of the excessive cost of the fuel 
and the difficulty of transportation. Besides the use of nat- 
ural gas, producer gas and gasoline, certain forms of gas 
engines can be used on crude oil. In Europe large gas engines 
have been run successfully with the waste gases from blast 
furnaces. In the bituminous-coal fields the gases from coke 
ovens, which at present, in this country are usually wasted, 
can be used to run the engines required for haulage, ventila- 
tion, and pumping in and about the mines. 

In localities where the water available for steam purposes is 
very highly impregnated with acids, the gas or gasoline engine 
will save a great deal of expense, because the water will not 
affect the engine as rapidly as it will the interior of boilers, as 



72 



THE CORRESPONDENCE SCHOOL OF 



Portability. 



Advantages 
Over Steam. 



the condensation and consequent concentration of the acids is 
not so great in the cooling tank of the engine as in the interior 
of a steam boiler. The quantity of water necessary for cooling 
the cylinder is one-fiftieth that used in steam for the same 
amount of work by the ordinary type of steam engine. This 
economy in the uise of water is often a great advantage. In 
fact there are at present, in the Rocky Mountain regions, 
mines operated successfully by gas or gasoline engines which 
could not be profitably worked by any other means. In at 
least one instance all the water used at one of these isolated 
plants is brought in barrels 70 miles across a desert. 

Another great advantage of the gas engine is its portability. 
In the case of a steam plant, if an engine is used at a distance 
from the main plant, the steam pipes must be large enough, 
and the pressure must be maintained high enough, to run the 
engine at the maximum speed required, no matter if the 
amount of work done is comparatively small, while with a gas 
or gasoline engine tlie fuel consumed is only that used while 
the engine is in actual service. Water power, compressed air, 
and electricity also suffer considerable loss in transmission, 
while gas may be piped for long distances without loss. Gas- 
oline or oil, being fuel in its most condensed form, can be 
economically transported to any point where the use of fuel is 
admissable at all. In a Western gold mine three gallons of 
gasoline, costing all told but 35 cents, is the only poWer 
employed in hoisting 50 tons of gravel per day of 24 hours, 
from a shaft 400 feet deep. A gas producer, if the conditions 
are such that a producer can be economically used, can be made 
up into more portable form than is possible in the case of a 
steam boiler. 

Besides economy and portability the gas engine possesses 
some distinct advantages over the steam plant which are 
rapidly bringing it into favor. No special building is required 
for the gas engine ; no necessity of some one coming to the 
works early in order to get up steam ; no flues to clean ; no 
boiler feeders, chimneys, or smoket»tacks ; no grates to burn 
out ; no ashes or clinkers to remove ; no coal to handle ; no 
frozen pipes ; no smoke nuisance ; no annoying heat, dust, or 
dirt ; no waste of valuable space for boilers, coal bins, ash 
heaps, and chimneys ; no danger from fire, explosions, or burn- 
outs, and no necessity of watching water guages and safety 
valves. There is always a large storage of power ready for 
use, started instantly, stopped instantly, a reduction in the 
rates of insurance, and an engine which is noiseless, odorless, 
and compact. One of the manufacturers of gas engines, in 
speaking Of the points of advantage which the gas engine 
possesses over the steam plant, says enthusiastically : 

''Unlike a steam-engine manufacturer, we are not compelled 
to tell you all about our superheater, variable exhaust, fusible 
plugs, surface cocks, corrosion around staybolts, heaters, 
steam guages, improved safety valves, glass water gauges, 
blow-off cocks ; or tell you how to fill your boiler with water 
before starting a fire, or instruct you how to fire wood, coal, 
straw, or how to clean your fire, ash pan, flues, or boiler ; and 



STEAM ENGINEERING. 



7$ 



Advantages 
Over Elec- 
tricity. 



Ad va u t a g e s 
for Liglitiiig 
Purposes. 



Advantages 
for Fire Pur- 
poses, and 
Intermittent 
and Auxili- 
ary Work. 



I 



Other Uses. 



how to preserve the boiler and smokestack. We don't have 
to tell you what to do in case of low water, or foaming, or 
caution you about the safety valve "sticking," or how to pre- 
vent blisters and repair leaks, because all these things are dis- 
pensed with." 

The gas engine possesses some advantages over the electric 
motor ; it is more reliable, economical, and safe. Electric 
wires lose by their resistance to the current and by leakage. 
Fire or accident at the central station, imperfect insulation, or 
overloaded lines may at any time destroy the efficiency of an 
electric motor, but no burned-out armatures, short circuits, or 
breaks on the line are ever encountered with a gas or gasoline 
engine. 

Gas which is used in a gas engine to generate electricity haa 
more illuminating power than if used direct, i. e., a given 
quantity of gas burned in an engine and used to make incan- 
descent lights, will produce two and one-half times as much 
light as if used direct, or if used to make arc-lights will pro- 
duce twelve times as much light. The gas engine gives excel- 
lent service for electric power and lighting purposes. 

For fire purposes gas engines are superior because the full 
power is available within a minute, while a steam plant with 
banked fires requires a comparatively long time for the gen- 
eration of power. For intermittent work, such as hoisting and 
printing, and for moderate powers working constantly gas 
engines have great advantages over any other motive power. 
The gas engine is particularly well adapted as an auxiliary to 
water power. There are seasons when the water power of 
small streams is not suflicient or reliable, and in these cases 
the- gas engine can be arranged to run in connection with 
or independent of the water-wheel. It can be attached and 
run by the water-wheel until the water power slows down 
sufficiently to allow the govornor of the engine to act. Then 
the engine will hold and regulate the speed to a nicety, using fuel 
only in such quantities as to perform the work over and above 
the power received from the water-wheel. When arranged in 
this way, the water power can be used to start the engine. 

It is claimed by the manufacturers of gas engines that they 
are especially well suited to the following purposes : for opera- 
ting ice-cream freezers, coffee roasters, spice mills, flour and 
feed mills, cider mills, butcher shop machinery, irrigating 
machinery, ^rearn separators, churns, corn buskers, ensilage 
cutters, hay presses, clover hullers, threshing machines, green- 
bone cutters, cotton gins, wood saws, grindstones, public works, 
electric-hght plants, water works, pumps, plumbers' machinery, 
grain elevators, passenger and freight elevators, planing mills, 
brick yards, stone yards, pile drivers, hoisting machines, 
mining motors, concentrators, power jigs, air compressors, rock 
breakers, rope tramways, foundries, machine shops, black- 
smith shops, boiler shops, pattern shops, paper mills, powder 
mills, shoe shops, looms, sewing machines, knitting machines, 
laundries, polishing machines, ventilating fans, jewelers' 
machinery, printing and binding machinery, electrotyping 
machinery, bicycle works, wagon and carriage shops, road 
machines, freight and passenger vessels. 



74 



THE CORRESPONDENCE SCHOOL OF 



Demand for 
Men "SV li o 
Understand 
Gas Engines. 



TVhatOurGas 
Engineers' 
Course In- 
cludes. 



Development 
of A.rtlficial 
Re f r 1 g e r a- 
tion. 



Dlsadvan- 
tages of the 
Use of Nat- 
ural Ice. 



To care for the 50,000 gas engines already in operation in 
America, and to install and manage the tens of thousands of 
gas engines which will be purchased and put in operation 
within the next ten years, will require a large force of men, 
most of them now steam engineers or mechanics in other lines. 
It is to provide these men with the instruction they require 
that our Gas Engineers' Scholarship has been established. 

Our Gas Engineers' Scholarship will qualify any man who 
completes it to select a first-class gas engine, and this is a very 
important matter, for although there are a large number of 
varieties and styles of these engines manufactured, there are 
only a comparatively few from which the best service can be 
continuously obtained. The course will also qualify a man to 
test a gas engine ; it will give him an insight into the general 
principles of design ; it will enable him to interpret gas engine 
indicator diagrams ; it will teach him the causes for the 
economy of the gas engine as compared with other motors ; 
it will give him a thorough understanding of the applications 
of the gas engine to running different kinds of machinery. A 
man who has completed our Gas Engineers' Course will know 
how to find out what is the matter with a gas engine if it 
breaks down, and how to find it quickly, and having ascer- 
tained the cause he will be able to make the needed repairs 
with the least possible loss of time and money. He will be 
familiar with all the conditions which promote eflficiency in 
the gas engine, and if he is a sober, reliable man will be rea- 
sonably sure of steady and permanent employment, at good 
wages, as long as he lives. The gas engine in the opening 
years of the Twentieth Century, will be one of the most im- 
portant factors of our progressive civilization. 

REFRIGERATION SCHOLARSHIP. 

With the increase in wealth and culture has come a demand 
for more of the luxuries of life. When the habits of the people 
were simple and their wants few, the cellar was considered 
quite a satisfactory place in which to store provisions and sup- 
plies. The earth acted as an insulator from the hot sun of 
summer and the cold blasts of winter. Sometimes these cellars 
were dug in side-hills at some distances from the dwellings, 
and supplies had to be carried back and forth, but in those 
days people did not feel so rushed for time as they do now, 
and indeed there are many places where these cellars are still 
to be seen in all their pristine glory. 

But, side-hills were not always available, and many years 
ago people began to experiment with ice, harvesting it in winter 
and storing it for summer use. The use of ice for cooling store- 
rooms, however, has many disadvantages. The space required 
for it is excessive. Ice, while melting, loads the air with vapor 
almost to the point of saturation ; and, of course, this moisture 
coming in contact with the stock, tends to promote decom- 
position. The lowest temperature obtainable by means of 
melting ice is considerably above the freezing point, and in 
many cases is insufficient. The ice melts rapidly, causing 
saturation of floors and decay of timbers, and necessitating 



.STEAM ENGINEERING. 



/o 



Ad van t a g e s 
of Artificial 
lie f r i g e r a- 
tlon. 



I 



Some Uses to 
to ^Vlilch It 
is Applied. 



frequent renewals of buildings. New supplies of ice are required 
frequently, involving considerable time, labor and expense in 
removing sawdust and storing the ice in the room to be cooled. 
Besides all this, the natural ice, which in many cases is taken 
from rivers and stagnant bodies of water, contains a great deal 
of animal and vegetable matter, which before being frozen was 
undergoing the process of decomposition. This process being 
temporarily arrested by the freezing, starts in anew with the 
melting of the ice, and naturally contaminates the surround- 
ings. It is true that many of the great Northern lakes and 
rivers, by reason of the great severity of the winters, yield 
immense harvests of very good ice, and it is also true that 
\yater, while freezing, will, to some extent, undergo purifica- 
tion, but the transportation of large quantities of ice for hun- 
dreds of miles is a very difficult and expensive matter, and as 
a consequence, much of the ice sold is gathered from sources 
which may or may not contain germs of diphtheria, fevers, and 
kindred diseases. All these difiiculties are removed by arti- 
ficial refrigeration. 

By the systems of artificial refrigeration now in use store- 
rooms may be kept at any desired temperature the year around, 
and the air of the cooling apartments will be as dry, or dryer, 
than the air outside. All this is accomplished by the use of a 
few lengths of pipe, which can be arranged on the ceiling, and 
need not take up any part of the space required for storage. 
Ice can be made by machinery, wtiich is absolutely whole- 
some, clear, and pure, and w^hich is more durable than any 
natural ice that can be bought. Ice made by this method can 
be obtained in rectangular blocks of any desired size, or in the 
form of plates, if preferred. Another great advantage of manu- 
factured ice is that it can be made in the market in which it is 
sold and consumed ; hence, it suffers no loss and occasions no 
extra expense for transportation and storage ; it can be made 
from day to day, as needed. All the above advantages, 
coupled with the fact that artificial ice can be made cheaper 
than natural ice can be harvested, have led to the great 
impetus w^hich the establishment of ice factories is now receiv- 
ing, and it is safe to predict that it will not be many years 
before artificial ice for domestic purposes will entirely super- 
sede the natural article. It is even now competing most suc- 
cessfully with natural ice in the far Northern cities of Boston, 
Buffalo, Cleveland, and Chicago. 

Refrigeration is applied to many places and for many pur- 
poses. It is used by cold-storage warehouses for the preserva- 
tion of meats, fish, "poultry, vegetables, and fruits ; by dairies, 
for cooling milk, cream, cheese, and butter ; by milk depots ; 
by fish and oyster depots ; by ice-cream depots, for freezing 
cream without ice ; by sugar, chocolate, and molasses factories ; 
by bakeries, confectionaries, and yeast factories ; by packing 
houses, abattoirs, sausage factories, fish curing and meat pre- 
serving establishments, for abstracting animal heat from car- 
casses, for curing and for storing ; by steamships, for making 
life more comfortable and service more endurable. By means 
of artificial refrigeration on shipboard fresh meat can be kept 
in prime condition for months in the most tropical climate ; a 



76 



THE CORRESPONDENCE SCHOOL OF 



Demand for 
En g i n e e r s 
>Vlio Under- 
stand Refrig- 
eration . 



daily supply of ice is produced ; cold water is kept for constant 
use ; vegetables, milk, hah, and light meats are kept in condi- 
tion for a long time. The intensely cold surfaces of the pipes 
in the meat rooms destroy any ill smell. There is no paring 
of the meat and feeding the parings to the lower officers and 
crew, and good fiesh meat is provided for them as cheaply as 
"salt horse." The cost of maintaining and running an ice 
machine is little, when it is properly constructed for ships' 
use. Artificial refrigeration is used in groceries, meat markets* 
drug stores, hotels, restaurants, apartment houses, and clubs ; 
in chemical works, dynamite factories, paint works, rubber 
works, and vinegar factories, for hardening and retarding pro- 
cesses, for tempering, crystallizing, solidifying to facilitate 
handling, abstracting heat and preserving ; in match factories, 
for quickly cooling the sulphur evenly on the matches ; in 
gelatine works, for cooling the stock ; in lard, paraffin, stearin, 
and oil factories, for congealing and for facilitating processes of 
pressing, manufacturing, storage, and separation ; in skating 
rinks, for making artificial skating floors ; in halls and theatres, 
for ventilating and cooling ; in hospitals, for cooling sunstroke 
cases and maintaining even temperature, and in morgues and 
medical colleges for freezing bodies. It is also used in 
breweries. The field for the successful and economical use 
of mechanical refrigeration is a large one and is growing more 
extensive every year. 

Cold-storage and refrigeration systems have become so com- 
mon that there is a large demand for engineers who understand 
how to install and care for such plants. To provide these 
engineers with the instruction they require, is the purpose of 
our Refrigeration Scholarship. This Scholarship is a complete 
course of instruction in tne whole subject of refrigeration, in 
all its branches. It will well repay any engineer to study 
refrigeration, for there is a large and growing demand for 
practical engineers who have a knowledge of the subject. 

In an article on "Refrigerating and Ice Making," The 

Scientific American says : 

"The business of mechanical refrigeration is one which has 
grown up almost entirely within the memory of men who 
have not yet passed middle age, and it may be truly said to 
exhibit some of the most striking phenomena of our modern 
civilization. In these modern days of artificial refrigeration, 
large interests rely absolutely upon the machinery that pro- 
duces the cold. The storing of natural ice in the building to 
be cooled, upon which industries formerly depended, has 
been abandoned, and the ice house converted into cold-storage 
rooms. Thousands upon thousands of dollars of perishable 
goods, in most instances, are dependent upon the integrity 
and reliability of the refrigerating machine and apparatus — an 
accident that permanently disables the machinery or a stop- 
page of a serious nature means heavy losses." 

Many owners of mills and factories have surplus power, 
which can be made productive by the installation of ice 
machines ; in many small towns ice is a luxury, owing to 



STEAM ENGINEERING. 




I 



heavy transportation charges. Under these conditions it will 
readily be seen how great are the advantages, to any engineer, 
of understanding the principles of the installation and man- 
agement of ice machinery. 

lePrincipie There are several different machines and processes for the 
of Ilefriger- manufacture of ice, some employing ammonia gas, sonie 
a ting Ma- carbonic acid, some atmospheric air, etc., but the principle 
cliinery. involved is, in all cases, the same. For the benefit of some 

who may not understand how cold is produced, artificially, 
we will briefly outline the operation of the "ammonia- 
compression" process when working on the "direct- 
expansion" system. Let us suppose that it is desired to 
refrigerate a storeroom. Continuous coils of pipe are placed 
along the ceiling and walls of the room to be cooled. Liquefied 
ammonia gas is fed into these pipes at a pressure varying from 
10 to 30 pounds per square inch, where it quickly expands into 
a gaseous state, and, in so doing, rapidly absorbs the heat 
from the pipes and surroundings, thus producing an intense 
cold. From the storeroom the ammonia gas is conducted to 
a compressor, or pumping engine, where, at a pressure of 
125 to 185 pounds per square inch, it is forced into a condenser. 
In the condenser, which is merely a coil of pipes submerged in 
cold water, or over which a supply of cold water is allowed to 
flow, the heat produced by the compression of the gas is 
absorbed, the gas again becomes liquefied, and is again fed 
through the pipes of the cooling room as before. The operation 
is continuous, the cooling fluid being used over and over again. 
It is a well-known fact that any fluid, while in process of 
evaporation, absorbs heat from (or chills) bodies which are 
adjacent to it. The reason we fan ourselves in hot weather is 
so as to stimulate evaporation ; the reason we can take a 
kettle of boiling water from the fire and place the hand upon 
the bottom of the kettle, without being burned, is because the 
rapid evaporation of the w^ater on the surface is absorbing the 
heat from the lower part of the vessel. It is the operation of 
this same principle that enables us to produce such intense 
cold by the evaporation of ammonia or carbonic acid in the 
expansion pipes in a cooling room. The evaporation of the 
fluid absorbs the heat of the pipes and the surrounding 
atmosphere, and thus produces the cold. Cold is, simply and 
absolutely, the absence of heat, and nothing more. 

^■i Dangers of Simple as these facts are to those who understand the 
Ignorance. principles of refrigeration, there are hundreds of men who 
have been working about refrigerating plants for years who do 
not know the "reasons why" of the things they do. Com- 
menting upon this fact, a writer on the subject of refrigeration 
says: 

"I have heard men say, a great many times, that 'the ice 
gave off cold.' And, only a short time ago, the chief engineer 
in a large packing house,' remarked that the trouble in one of 
the rooms was, 'that ice machine don't pump cold enough 
into this room.' " 



THE CORRESPONDENCE SCHOOL OF 



In view of this need of instruction in the elementary 
principles of refrigeration, it is not to be wondered at that so 
many accidents happen in the management of ice machinery. 
When under control, ice machinery is as safe as any other 
machinery, but when out of order, or improperly managed, it 
it likely to cause serious accidents. Every year Uves are lost 
and great damage is caused by the explosion of anhydrous- 
ammonia cylinders ; a class of accidents almost universally 
due to flagrant ignorance. Not long since an engineer, after 
withdrawing liquid ammonia into the cylinder, meanwhile 
keeping the cylinder packed in ice, removed the cylinder from 
the ice bath, and put it aside in the engine room, where it 
was subjected to a rising temperature. As a result, he was 
blown clear out of the engine room through an open window. 
A very little instruction in the principles of refrigeration 
would have prevented this man from making so grave an 
error. There is a moral obligation resting on every refrigera- 
tion engineer to learn all he can about the principles of 
refrigeration ; the lives of many may depend on his careful- 
ness. And employers should see to it that their employes 
acquire at least enough knowledge of the subject, so that they 
can handle the machinery properly. A powder maker has no 
more right to permit smoking on his premises than an owner 
of a refrigerating machine has to employ a man who is 
ignorant of the forces which a dangerous act may set in 
motion. 

"What Our Re- Every man employed about refrigerating machinery or who 
frigeration expects to at any time be employed about such machinery 
Scholarship should have a knowledge of the relative advantages of corn- 
Includes, pression and absorption systems ; of the direct compression 
vs. the brine system ; of dry gas vs. humid gas ; should know 
which systems are best adapted for differing conditions ; 
should be able to select the best machine for the purpose ; 
should know how to make tests of refrigerating machinery ; 
have a general knowledge of its design ; know how to find out 
what is the matter with a refrigerating machine if it breaks 
down, and how to put the plant in working order again with 
the least possible expense and delay. In short, he should 
thoroughly understand the construction, installation, and 
management of any and all classes of refrigerating apparatus. 
All this information can be obtained at slight expense in our 
Refrigeration Scholarship, and without the necessity of leaving 
home or losing a moment's time from work. 



STEAM ENGINEERING. 79 



PRICES OF SCHOLARSHIPS. 

It is understood that these prices include a set of Bound Volumes 
of the instruction and Question Papers, Drawing Plates, Keys, 
Etc., and a separate volume of the Tables and Formulas of 
the student's course of study, fully indexed and conveniently 
arranged for reference, printed on fine paper, pages 6 by 9 inches, 
and bound in half leather. These are given to the student in addi- 
tion to, and independent of, the Instruction and Question Papers, 
in pamphlet form, and the Drawing Plates, supplied to study from. 
These Bound Volumes are furnished to the student when he 
enrolls, the title remaining with us, however, until the Scholarship 
is paid in full. 

When sold on the $5.00 Installment Plan, the first payment 
is 15.00, and the balance is payable at the rate of $5.00 per 
month. 

When sold on the $2.00 Installment Plan, the first payment 
is $2.00, and the balance is payable at the rate of $2.00 per 
month. 



Course for I.— THE STATIONARY ENGINEERS' SCHOLARSHIP. 

station ary 

Engineers Price, $30.00 in Advance, $35. OO on the $5.00 

andFire- __ 

jnen. Installment Plan, or $39. OO on the 

$2.00 Installnnent Plan. 
SUBJECTS TAUGHT: 

Arithmetic, Mechanical Drawing(Sta.Di v.), 

Mensuration and the Use of Steam and Steam Engines (Sta. 
Letters in Algebraic For- Div.), 

mulas. Steam Boilers (Sta, Div.), 

Mechanics, Dynamos and Motors. 

Geometrical Drawing, 

Additional charge for postage to students residing in coun- 
tries of the Universal Postal Union, outside of the United 
States, Canada, and Mexico, $3.00, payable in advance. 

Stationary Students who complete all the subjects of this course and 
Engineers' pass a final examination are awarded the Stationary En- 
liiploma. gineers' Diploma. 



80 THE CORRESPONDENCE SCHOOL OF 



Course for II.— THE MARINE ENGINEERS' SCHOLARSHIP. 

Marine En- 

Srs^^^Water ^^•''^6, $30.00 in Advance, $35. OO on the $5.00 

Tenders, ■ ^ n ^ i-»i ^-.^^^ ^i 

Firemen and Installment Plan, or $39. OO on the 

^j,g $2.00 Installment Plan. 

SUBJECTS TAUGHT: 

Arithmetic, Mechanical Drawing (Mar. 

Mensuration and the Use of Div. ), 

Letters in Algebraic For- Steam and Steam Engines ( Mar. 

mulas, Div. ), 

Mechanics, Steam Boilers (Mar. Div.), 

Geometrical Drawing, Dynamos and Motors. 

Additional charge for postage to students residing in coun- 
tries of the Universal Postal Union, outside of the United 
States, Canada, and Mexico, 13.00, payable in advance. 

Marine En- Students who complete all the subjects of this course and 
gineers' Di- pass a final examination, are awarded the Marine Engineers' 
ploma. Diploma, 



Course for Ml.— THE LOCOMOTIVE ENGINEERS' SCHOLARSHIP. 

Xiocomotive 

Engineers prjc©, $30.00 in Advance, $35.00 on the $5.00 
and Fire - 

^^^' ^ Installment Plan, or $39. OO on the 

$2.00 Installnnent Plan. 

SUBJECTS TAUGHT: 

Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Mechanical Drawing (Loc. 
Letters in Algebraic For- Div.), 

mulas, Locomotives, 

Mechanics, Dynamos and Motors. 

Additional charge for postage to students residing in coun- 
tries of the Universal Postal Union, outside of the United 
States, Canada, and Mexico, |2.75, payable in advance. 

Locomotive Students who complete all the subjects of this course and 
Engineers' pass a final examination, are awarded the Locomotive En- 
Diploma, gineers' Diploma. 



DOUBLE ENDED MARINE BOILER. 

Scale 4=1 ft 




JUNE £5. 1893. 



JOHN SMITH. CLASS N° '>5SS. 



DRAWING PLATE NO. XIII. 

.Accompanying Second Instruction Paper on Drawing of The Correspondence School of Steam Engineering, Marine Division. (Reduced.) 



STEAM ENGINEERING. 



81 



Course f o r 
Thresher- 



lY.— THE TRACTION ENGINEERS' SCHOLARSHIP. 



men, Saw- _, . ^ ^ 

ill Enei- Price, $30.00 in Advance, $35.00 on the $5.00 



mill Kng 
iieers,Farm 
Hands, Etc. 



Installment Plan, or $39. OO on the 
$2.00 Installment Plan. 



SUBJECTS TAUGHt: 

Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Mechanical Drawing (Sta. 

Letters in Algebraic For- Div. ), 

mulas, Traction and Portable Engines, 

Mechanics, Portable Machinery. 

Additional charge for postage to students residing in coun- 
tries of the Universal Postal Union, outside of the United 
States, Canada, and Mexico, $2.75, payable in advance. 

Traction En- Students who complete all the subjects of this course and 
gineers' Di- pass a final examination, are awarded the Traction Engineers' 
ploma. Diploma. 



v.— THE GAS ENGINEERS' SCHOLARSHIP. 



Course for 
Engineers in 

Charge of prjce, $30.00 in Advance, $35. OO on the $5.00 
Gas, Gaso- 
line, and Oil 
Engines. 

$2.00 Installment Plan. 



Installment Plan, or $39. OO on the 



SUBJECTS TAUGHT: 

Arithmetic, Heat, 

Mensuration and Elementary Geometrical Drawing, 

Algebra, Mechanical Drawing (Sta. 

Mechanics, Div.), 

Pneumatics, Gas, and Petro- Gas, Gasoline, and Oil En- 

leum. gines. 

Additional charge for postage to students residing in coun- 
tries of the Universal Postal Union, outside of the United 
States, Canada, and Mexico, $2.75, payable in advance. 

'Ta^ E n ff i Students who complete all the subjects of this course and 
neers' Di- pass a final examination, are awarded the Gas Engineers' 
ploma. Diploma. 



82 



THE CORRESPONDENCE SCHOOL OF 



Course for all 
WhoWislito 
Acquire a 
Thorough 
Knowledge 
of Refriger- 
ation. 



VI.— REFRIGERATION SCHOLARSHIP. 

Price, $30.00 in Advance, $35. OO on the $5.00 

Installment Plan, or $39. OO on the 

$2.00 Installment Plan. 

SUBJECTS TAUGHT: 



Arithmetic, 

Mensuration and Elementary 

Algebra, 
Mechanics, 



Heat, 

Geometrical Drawing, 

Mechanical Drawing 

Div.), 
Refrigeration. 



(Sta. 



Additional charge for postage to students residing in coun- 
tries of the Universal Postal Union, outside of the United 
States, Canada, and Mexico, |2.75, payable in advance. 

Refrigeration Students who complete all the subjects of this course and 
Diploma. pass a final examination, are awarded the Refrigeration 

Diploma. 



Depends on 
C i r c u m - 
stances. 



TIME REQUIRED TO COMPLETE THE COURSES. 

It is impossible to say how long it will take to finish a course, 
because the progress of students is influenced by conditions 
never exactly alike. The time required depends upon natural 
ability, previous education, habits of application and the time 
which can be devoted to study. It will take a student who 
can devote two hours a day for six days in the week about two 
years to complete any one of the aforementioned courses. 



i 



STEAM ENGINEERING. 



83 



CATALOGUE OF STUDIES. 



Subjects. 



Subdivisions and Details of the Subjects. 



Arithmetic. 



Mensuration 
and the Use 
of Letters in 
Algebraic 
Formulas. 



i 



Units — Number — Concrete Number — Abstract Numt)er — Notation — 
Numeration - Arabic Notation — Digits— Integer — Simple, Local or 
Relative Values of Figures— Addition of Whole Numbers— Sign of 
Addition— Sign of Equality— Subtraction of Whole Numl^ei-s- Sign of 
Subtraction— Multii)lication— Sign of Multiplication- Multiplication 
Table— Division of Whole Numbers— Sign of Division— Cancellation 
—Factors— Common Fractions— The Numerator— The Denominator— 
The Value of a Fraction— The Terms of a Fraction— Improper Frac- 
tions-Proper Fiactions — Mixed Numbers — Reduction of Common 
Fractions — To Reduce a Wliole Number or a Mixed Number to an 
Improper Fraction -To Reduce Two or More Fractions to Fractions 
Having a Common Denominator— Addition of Fractions— Subtraction 
of Fractions— Multiplication of Fractions— Division of Fractions- 
Decimal Fractions— The Decimal Point— Reading Decimals— Addition 
of Decimals— Subtraction of Decimals— Multiplication of Decimals- 
Division of Decimals— To Reduce a Decimal Fraction to a Common 
Fraction— The Vinculum— Parenthesis— Percentage— The Sign of Per 
Cent. — The Rate — The :Base — The Percentage — The Amount — The 
Difference— Operations in Percentage— Denominate Numbers— Meas- 
ures — Measure of Extension - Table of Linear Measure — Table of 
Square Measure — Table of Cubic Measure — Measures of Weight — 
Table of Avoirduix)is Weight — Long Ton Measure — Measures of 
Capacity— Table of Liquid Measure— Miscellaneous Table— Involution 
— The Power of a Number— The Exponent— The Root— To Raise Any 
Number to Any Power— Evolution— The Radical Sign— Index of a 
Root— To Find the Square Root of a Number— To Find the Cube Root 
of a Number— To Extract Other Roots Than the Square and Cube 
Roots — Ratio — The Symtol of Ratio — The Terms of a Ratio — The 
Antecedent— The Consequent— A Direct Ratio— An Inverse Ratio— 
Proportion— To Find the Value of the Unknown Term. 

Mensuration— Lines and Angles— The Measurement of Angles— General 
Principles Relating to Angles— How to Add and Subtract Angles-^ 
Quadrilaterals— To Find the Area of Any Parallelogram and of a 
Trapezoid— Having Given an Area and One Dimension, to Find the 
Other Dimension— The Triangle— General Principles Relating to the 
Angles of Triangles— Proportional Triangles— To Find One Side of a 
Right-Angled Triangle When the Other Two Sides Are Given— To Find 
the Area of Any Triangle— Polygons— Regular Polygons— Pentagon, 
Hexagon, Heptagon, etc. — To Find the Size of Any One of the Interior 
Angles of a Polygon— To Find the Area of Any Regular Polygon— To 
Obtain the Area of Any Irregular Polygon — The Circle — The Arc, 
Chord, Diameter, Radius, Sector and Segment— Inscribed Angles- 
Geometrical Principles— Mean Proportional — To Find the Circumfer- 
ence of a Circle— To Find the Diameter of a Circle — To Find the 
Length of an Arc of a Circle— To Find the Area of a Circle, of a 
Sector and of a Segment -Miscellaneous Examples, Showing the 
Application of the Foregoing Principles to Practical Work— The Prism 
and Cylinder— To Find the Area of the Convex or Entire Surface of a 
Prism or Cylinder— To Find the Cubical Contents of a Prism or Cylin- 
der—The Pyramid and Cone— To Find the Convex Area of a Pyraniid 
or a Cone— To Find the Volume of a Pyramid or a Cone— The Sphere — 
The Great Circle— To Find the Surface of a Sphere— To Find the 
Volume of a Sphere— Having Given the Volume, to Obtain the Diam- 
eter—To Find the Volume of a Circular Ring— Miscellaneous Examples, 
Showing the Application of the Rules Relating to Solids to Practical 
Work. 

Formulas— The Signs Used— The Meaning of the Letters— The Difference 
} Between a Formula and a Rule— How to Apply a Formula— Illustrative 
t Examples. 



84 



THE CORRESPONDENCE SCHOOL OF 



Mensuration— Lines and Angles— Parallel, Perpendicular and Horizon- 
tal Lines— Measurement of Angles by Degrees— Quadrilaterals — Area 
of Parallelogram or Trapezoid— The Triangle— Area of Triangle— To 
Find the Hypotenuse of a Right-Angled Triangle— Polygons— Interior 
Angles of Polygons— Area of Polygons— Circle— Inscribed Angles— To 
Find the Area of a Circle, Sector and Segment — Area and Volume of 
Prism and Cylinder — To Find the Convex Area of a Pyramid or Cone 
—To Find the Volume of a Pyramid or Cone— To Find the Surface or 
Volume of a Sphere— To Find the Volume of a Circular Ring— Miscel- 
laneous Examples, Showing the Application of the Rviles of Mensura- 
tion to Practical Work. 



Mensuration 
and Elemen- 
tary Algebra. 



Mechanics. 



Algebraic Expressions— Addition— Subtraction — Signs of Aggregation- 
Multiplication— Division— Factoring— Fractions-Simple Equations- 
Transformations and Solutions — Theory of Exponents — Involution 
and Evolution— Logarithms — Properties of Logarithms— Use of Tables. 

Matter and its Properties — Matter — A Molecule — An Atom — A Solid 
Body — A Liquid Body— A Gaseous Body— A Permanent Gas— A Vapor 
—General Properties of Matter — Motion and Velocity — The Path of a 
Body— Uniform and Variable Velocity— To Find the Uniform Velocity 
of a Moving Body— To Find the Distance that a Body Will Travel 
When the Velocity Is Uniform— To Find the Time Required for a Body 
to Move with a Uniform Velocity Through a Given Distance— Force- 
Conditions to be Fulfilled in Considering Forces — Newton's Three 
Laws of Motion — To Find the Center of Gravity of a System of Bodies 
—To Find the Center of Gravity of Variously-Shaped Bodies— Simple 
Machines — Straight and Bent Levers — Coniiputations Pertaining to 
Levers — The Compound Lever— Application of the Simple to the Com- 
IX)und Lever— The Wheel and Axle — Calculations Pertaining to the 
Wheel and Axle— Pulleys— (Browning-Balanced Pulleys— Calculations 
Pertaining to Pulleys Used for Driving Shafting— Gear Wheels— Miter 
Gear Wheels — Beveled Gear Wheels — Wheel Work — A Train — The 
Driver— The Driven or Follower— The Pinion— Calculations Pertaining 
to Gear Wheels — Worm and Worm Wheels— Rack and Pinion— The 
Pitch Circle— The Pitch— The Length of the Gear Teeth— The Thick- 
ness of the Gear Teeth— To Find the Pitch Diameter of a Gear Wheel 
—To Find the Number of Teeth in a Gear Wheel When the Diameter 
and Pitch Are Given— To Find the Pitch of a Gear Wheel— Epicy- 
cloidal and Involute Teeth— Calculations Pertaining to Driving by 
Gears- The Fixed Pulley— The Movable Pulley— A Combination of 
Pulleys, or the Block and Tackle— Law of the Combination of Pulleys 
—The Inclined Plane— Rule for Inclined Planes— The Wedge— Calcu- 
lations Pertaining to the Wedge— The Screw— To Find the Weight 
Which a Screw Will Lift, or, the Force Necessary to Raise a Given 
Weight— The Pitch of Screws— Friction— How to Find the Coefficient 
of Friction— Laws of Friction — Table of Coefficients of Friction — 
Efficiency of a Machine— Centrifugal Force- Centripetal Force— To 
Find the Centrifugal Force of a Revolving Body, Such as Fly-Wheels, 
Band-Wheels, etc.— Specific Gravity— The Specific Gravity of a Body- 
Table of Specific Gravity and Weight per Cubic Footof Metals, Woods, 
Liquids and Gases, also of Miscellaneous Substances— Application of 
Table of Specific Gravity— Work— Measure of Work— The Foot-Pound 
—The Horsepower— To Find the Horsepower Required to Raise a 
Given Weight a Given Height in a Given Time— Energy— Kinetic 
Energy— To Find the Kinetic Energy of a Moving Body— Potential 
Energy— Conservation of Energy— Leather and Rubber Belts— Single 
and Double— To Find the Length of a Belt— To Find the Width of a 
Single Leather Belt that Will Transmit Any Given Horsepower— To 
Find the Horsepower that a Single Leather Belt Will Transmit— To 
Find the Width of a Double Leather Belt that Will Transmit the 
Same Horsepower as Any Given Single Belt— Lacing Belts~To Find 
the Horsepower that May Be Transmitted by Gear Wheels— Examples 
for Practice. 

Hydrostatics— Pascal's Law— Pressure Due to the Weight of a Liquid- 
Downward Pressure— Upward Pressure— Lateral Pressure— Principles 
of Hydraulic Machines— The Hydrostatic Press— Buoyant Effects of 
Water— The Principle of Archimedes. 

Pneumatics— The Atmosphere— Determining the Atmospheric Pressure 

— A Vacuum— A Partial Vacuum— The Barometer— Tension of (xases— 
Mariotte's Law— Pneumatic Machines— The Air Pump— The Receiver 

— Degrees and Limits of Exhaustion — Madgeburg Hemispheres — 



STEAM ENGINKERT\(;. 



vSo 



Heat. 



Mechanical 
Drawing. 



Torricellian Vac-mim— Exi)liuiatioii of tlie I'riiuii)k's of the Dasii I'ot 
— Air Coinpiessors Hero's Fountain — The si])h(jn — The Injector- 
Pumps— The Suction Pump — The Lifting Pump — Force Pumi)S — 
Plunger Pumps— Air Chambers— Steam Pumps. 

StrenpTth of Materials— Stress— A Unit Stress— Strain— Elasticity— The 
Elastic Limit— Tensile Strength of Materials— To Find the Load that 
May Safely He Put on a Rod— Strength of Chains— Strength of Hemp 
Ropes— To Find the Diameter of a Hemj) Rojie Which Is to Carry a 
Given Load -Strength of Wire Rojies— To Find the Diameter (if a 
Wire Rope that Is to Carry a Given Load Crushing Strength of 
Materials -To Find the Strength of Pillars— Transverse Strength of 
Materials— Transverse Strength of Beams— The Cantilever— Simi)le 
Beams— To Find What Loads Mav Be Carried by Siini)le Beams- 
Shearing or Cutting Strength of Materials— To Find What Load Can 
Be Carried by Pins, Bolts, etc. Which Arc Fnder a Shearing Action- 
Line Shafting— Proper Distances Between the Hangers for Line Shaft- 
ing—The Horsepower of Shafting. 

Heat— The Natureof Heat— Temperature— Thermometers— Graduation of 
Thermometers— Zero— Absolute Zero— Absolute Temperature— Expan- 
sion of Bodies by Heat — Linear, Surface and Cubical Expansion 
Tables of Coefficients of Expansion— Expansion of Gases— Values of R 
for Different Gases— Heat Communication— Conduction— Convection- 
Radiation— Dynamical Theoiv of Heat— Heat Measurement— British 
Thermal Unit — Calorie — Specific Heat — Tables of Specific Heat- 
Methods of Determining Specific Heat— Latent Heat— Latent Heat of 
Fusion— Temperature of Fusion— Latent Heat of Vaijorization— Tem- 
perature of Vaporization— Tables of Latent Heats of Fusion and 
Vaporization— Sources of Heat and Cold— Production of Mechanical 
Work by Heat— Mechanical Equivalentof Heat>-Firsc Lawot Thermo- 
Dynamics— Inner and Outer Work— Exyjansion of Air and Gases— 
Mariotte's Law— Graphical Diagram of Expansionof Gases— Isothermal 
Expansion of Gases— Work Represented by Heat— Equilateral Hyper- 
bola — Hyperbolic Expansion Curve— Adiabatic Expansion and Com- 
pression— Adiabatic Curve— Work Done During Adiabatic Expansion— 
The Fall of Temperature During Adiabatic Expansion— Air Compres- 
sion— Cooling Devices — The Ideal Heat Engine — Second Law of 
Thermo-Dynamics— The Cycle Process— Reversible Cycle— The Effi- 
ciency of a Heat Engine— Application of Principles to Indicator 
Diagram of Steam Engine— Conditions Necessary that Steam Engine 
May Work in a Reversible Cycle. 

Drawing Instruments and Materials— The Drawing Board— The T Square 
—The Triangles— The Compasses— The Dividers— The Bow-Pencil and 
Pen — The Ruling Pen— Drawing Paper and Pencil— Drawing Ink- 
Inking — To Sharpen the Drawing Pen — Irregular Curves— The Scale— 
The Protractor— Lettering— Examples of Lettering— Hints in Letter- 
ing — Preliminary Directions— Practical Geometry — The Different 
Kinds of Lines and Their Uses— The Representation of Objects- 
Projection Drawing — The Top View or Plan — The Front View or 
Front Elevation— The Side View or Side Elevation— Drawing Various 
Views of Simple Objects^Intersection of Surfaces — Various Examples 
of the Intersection of Surfaces, Applicable to Boiler Shells, etc.— 
Developments of Curves of Intersections, and Their Application to 
Templates— The Conventional Methods of Representing Different 
Kinds of Screw Thread.s— To Make a Working Drawing in Elevation 
and Section of a OV^-inch Diameter Hand Wheel— To Make a Working 
Drawing of a Crank— To Make a Working Drawing in Elevation and 
Section of a 14-ft. Band Wheel— To Make a Working Drawing in Ele- 
vation and Section of an Eccentric and Strap— To Make a Working 
Drawing of Brake Lever— Conventional Method of Drawing Nuts— 
To Make a Workii^g Drawing in Front Elevation and End Elevation 
of a Reversing Lever— To Make a Working Drawing in Sectional Ele- 
vation of a 5-inch Globe Valve— Tracings— Blue-Printing— Preparing 
the Paper— Blue-Print Frames— Time of Exposure— Washing and 
Drying. 

For Students in the Stationary Division Only. 

To Make a Working Drawing of a Boiler Setting for a Nest of Three 
Return Tubular Boilers a^-inch Diameter by 1.5 Feet Long, with the 
Boiler Front, Water Column, Water Cocks, Steam Gauge, Safety Valves, 
Feed Pipe, Blow-off Pipe, Grate Bars, I'ptake, and All Necessary Con- 



86 



THE CORRESPONDENCE SCHOOL OF 



riections in Position— All the Parts of a Six Horsepower Steam Engine 
Having Been Sketched and Measured, and All the Necessary Dimen- 
sions \Vritten in the Sketches, to Draw in Plan and Side Elevation the 
Steam Engine from These Sketches. 

For Students in the Marine Division Only. 

To Make a Working Drawing of a Double-Ended Scotch Marine Boiler, 
14 Feet 2 Inches in Diameter by 20 Feet Long, in Cross and Longi- 
tudinal Sections with Blow-off Pipes, Nozzles for Feed, Safety Valves 
and Drum, Salinometer Pipe, Grate Bars, Manholes and all Necessary 
Connections in Position— To Make Working Drawings of a 26-inch, 
38-inch, and 61"x2()" Triple Expansion Marine Engine in Sectional 
Elevation. 

For Students in tlie Locomotive Division Only. 

To Make a General Drawing, in Elevation, of a Passenger Locomotive 
and Tender. 



Steam and 
Steam 
Engines 
(Stationary 
Division). 



jjeat — Temperature — Effects of Heat — Latent Heat— Sensible Heat — 
Measurement of Heat— British Thermal Unit— Relation Between Heat 
and Work— The Mechanical Equivalent of Heat— Specific Heat — 
Tables of Specific Heats of Equal Weights of Substances— Latent Heat 
of Fusion— Latent Heat of Steam — To Find the Temperature of a 
Mixture of Several Substances— Steam— Saturated Steam— Superheated 
Steam— Steam Tables— The Heat of the Liquid— Latent Heat of Vapor- 
ization—Total Heat of Vaporization— Volume of the Steam at a Given 
Pressure— Density of the Steam at a Given Pressure — Examples in the 
Use of the Stearn Tables— VNork Done by Steam— To Find the Work 
Done by a Piston Moving in the Cylinder— To Find the Work Done by 
a Moving Piston by Means of Work Diagrams— Examples for Practice 
—Expansion of Steam— Steam Engines — Four- Link Slider Crank- 
Classification of Engines— The Plain Slide Valve Engine— The Differ- 
ent Parts of an Engine— The D Slide Valve and Steam Distribution- 
Steam Ports— Bridges— Exhaust Ports— Valve Seat— Diagrams Showing 
the Relative Positions of the Valve and Piston During a Complete 
Revolution— Diagrams Showing How the Steam Pressure Varies on 
Both Sides of the Piston During One Complete Revolution — Outside 
Lap— Inside Lap— Angle of Advance— Back Pressure— Compression- 
Effects of Lap— Lead— Position of Eccentric— The Travel of the Valve 
and Length of Rocker Arm Being Given, to Find the Throw of the 
Eccentric— Direct and Indirect Valves— The Piston Valve— Double 
Ported Valves— Meyer Cut-Off Valves— Setting the Slide Valve— The 
Dead Centers— To Place the Engines on the Dead Centers— Valve Gear 
Problems— Valve Diagrams— Determination of Lap, Angle of Advance, 
Cut-Off, etc. — Ratio of Expansion — Diameter of Steam and Exhaust 
Pipes— The Corliss Valve Gear — Reversing Gear— Link Motions — 
Governors— Throttling and Automatic Cut-Off Governors— Shaft Gov- 
ernors—Indicators—Indicator Cards— Explanation of the Indicator— 
The Reducing Motion— Rigging Up the Reducing Motion— Attaching 
the Indicator to the Engine— Directions for Taking Indicator-Cards — 
Reading the Card— Finding the Mean Effective Pressure in the Cylin- 
der by Meansof the Indicator-< ard— Calculating the Horsepower— To 
Find the Approximate Mean Effective Pressure and Horsepower of an 
Engine When Indicator-Cards Cannot be Procured -Piston Speed- 
Friction- Horsepower— Net or Actual Horsepower— indicated Horse- 
power—The ICfficiency of an Engine — Steam, Water and Coal Con- 
sumption Determined by Means of the Indicator Card— Condensers, 
Surface and Jet — To Find the Water Required by a Condenser — 
Compound and Multiple Exi)ansion Engines— The High, Intermediate 
and Low Pressure Cylinders— The Ratio of Expansion and Number of 
Expansions— Finding the Horsepower of Compound Engines. 



Steam Boilers— Chemical Elements— Laws of Chemical Combinations- 
Combination by Weight— (/ombustion— Heat of Combustion— To Find 
the Number of Pounds of Water Evaporated by a Pound of Fuel — 
Conditions Required for Economical Combustion— Types of Steam 
Boilers— The Plain Cylindrical Boiler— The Flue Boiler— The Return 
Tubular Boiler - Cornish Boiler — The Split Draft— The Lancashire 
Boiler— The Galloway Boiler— The Locomotive or Fire-Box Boilers — 
The Vertical Boiler— Water-Tube and Sectional Boilers— The French 
or Elepiiant Boiler— The Babcock & Wilcox Water-Tube Boiler— The 



STEAM ENGINEERING. 



87 



Steam Boilers 
(Stationary 
Division). 



Steam and 
Steam 
Engines 
(Marine 
Division). 



Root Water-Tube Boiler— The Heine Water-Tube Boiler— The Sterlinfr 
Water-Tube Boiler— The Harrison Safety Boiler— The Hazleton or 
Porcupine Boiler— The Field Tube Marine Boilers: The Scotch or 
Drum Boiler, Double- Knded Scotch Marine Boiler— Construct ion of 
Boilers— Materials— Rivets — Riveted Joints — Arrangement of Joints 
and Plate<5 Connecting Plates — Rivet Holes — Caulking — Slavs and 
Staying of Flat Surfaces— Diagonal Stays Girder Stays or Crown Bars 
—Sling Stays— <<trength of Boilers— Calc'ulations Pertaining to Strength 
of Boilers— Grate Surface— Heating Surface— Rate of Combustion- 
Finding the Area of Grate Surfaces— Ratio of Heating to Grate Surface 
—Ratio of Heating Surface to Horseix)\ver— Horsepower of Boilers- 
Standard Unit of Horsejxjwer- Factors of KvaiKjration— To Find the 
Horsepower of a Boiler— Boiler Fittings— Safetv Valves— Calculations 
Pertaining to Safety Valves— To Find the sfze of a Safety Valve 
Required for a Given Boiler— Directions for Ise and Care of Safetv 
Valves— Description of the Different Details of Boilers — Furnace 
Fittings— Grates — The Argand Steam Blower — Chimneys — Natural 
Draft— To Find the Height and Area of a Chimney— Forced Draft 
The Arrangement, Setting and Care of Boilers — Fuels — Firing — 
Mechanical Stokers— Boiler Setting— Boiler-Pipe Coverings— Values of 
Various Coverings— Steam Pipes— Incrustation— Remedies for Incrus- 
tation— Wear and Tear of Boilers— Management and Care of Boilers 
Foaming and Priming — Leaks — Blowing Off — Filling Up - Safety 
Valves— Pressure Gauge— Gauge Cocks— Gauge Glasses— Feed Pumj) 
and Injector — Removal of Sediment and Incrustation — Cleaning 
Exterior of Boilers— Blisters and Cracks— Fusible Plugs— Air Leaks- 
Galvanic Action— Rapid Firing— Cleanliness -Manner of Testing a 
Boiler— Code of Rules for Boiler Trials— Standard Method— Alternate 
Method— Keeping the Record— Quality of Steam— Calorimeter— How 
to Use the Calorimeter — Steam Appliances — Separator — The Steam 
Loop — The Injector. 

Expansion of Steam— The Gain to be Derived from Working Steam 
Expansively— Plain Slide Valve Engine— Engine Details— The D Slide 
Valve and Steam Distribution— Diagrams Showing the Relative Posi- 
tions of the Crank and Valve During One Complete Revolution— Out- 
side Lap— Inside Lap— Angle of Advance— Back Pressure— Effects of 
Lap— Lead— To Set a Slide Valve -Real and Apparent Cut-Off and 
Ratio of Expansion— The Bilgrim Valve Diagram— The Compound 
Engine— Theory of the Compound and Triple- Expansion Engine— The 
Beam Engine— The Indicator and Indicator Diagrams— Explanation 
of the Indicator— The Reducing Motion— Attaching the Indicator to 
the Engine — Taking the Card — Reading the Card — To Draw the 
Theoretical Expansion Line— Finding the Mean Effective Pressure in 
the Cylinder by Means of an Indicator-Card— Finding the Indicated 
Horsepow'er— To Find the Indicated Horsepower Approximately, if no 
Indicator-Card Can be Procured— Steam, Water and Coal Consumption 
Determined by the Indicator-Card— Defects Revealed by the Indicator- 
Card- Piston Speed of Engines— Valve Gears— The See-Marshall Gear 
—The Meyer Expansion-Gear— The Stevens Gear— The Sickles Gear- 
Direct and Indirect Valves— Poppet Valves— Piston Valves— The Dash 
Pot— The Link Motion-Cutting Off bv the Link Motion— The Thrust 
Block— The Thrust Shaft— To Find the Thrust on the Thrust Block— 
The Line Shaft— The Spring Bearings— The Stern Bearings and Stern 
Stutting-Box— The Tail Shaft— Liner on Tail Shaft— The Screw Pro- 
peller—Uniform Pitch— Expanding Pitch— How to Find the Pitch of a 
Screw Propeller— Methods of Fastening Screw Propeller to Shaft— 
Paddle-wheels— Radial and Feathering Floats— Slij)— To Determine 
the Slip— To Find the Speed of the Ship, the Slip Being Known— The 
Independent Condenser— The Jet Condenser— The Keel Condenser— 
The Fouling of Condensers— How to Find Out Whether a Tube Is Split 
—To Ascertain the Cause of a Poor Vacuum— Temperature of the 
Water of Condensation— The Relative Quantity of Injection Water 
Required— The Cooling Surface Required— Construction of the Air- 
Pump — The Circulating Pump — The Main Injection Valve — The 
Overboard Dciiverv-Valve- Running a Surface Condenser as a Jet 
Condenser— The Biige Injection-Valve-Bilge Pumps— Bilge Piping— 
The Mud-Box— Strainers on Suction Pipes— The Sounding \\ell-- 
Sluice Gates— The Jacking Engine— Steam Reversing Gear— Steam 
Steering Engines— Steam Winches— Lining up an Inverted Vertical 
Engine— Lining up a Beam Engine— Overhauling Engines- Repairing 
Engines— Repairing Break-Downs at Sea— Getting an Engine Ready 
for Starting— Management of Engines— Lubricants and LuVjrication— 
The Sight-Feed Lubricator— Instructions for the Care of Engines. 



88 



THE CORRESPONDENCE SCHOOL OF 



Steam Boilers 
(Marine 
DiYision). 



Heat — The Nature of Heat — Sensible Heat — Thermometers — Zero and 
Absolute Zero — Absolute Temperature— Expansion of Bodies, Linear, 
Surface and Cubical— Heat Communication, Conduction, Convection, 
Radiation — Dynamical Theory of Heat — Heat Measuiement — The 
British Thermal Unit— Specific Heat— Mixing Two or More Bodies of 
Unequal Temperature— Latent Heat — Latent Heat of Fusion— Tem- 
perature of Fusion — Latent Heat of Vaporization — Temperature of 
Vaporization— Sources of Heat and Cold — The Mechanical Equivalent 
of Heat— The First Law of Thermo-dynamics— Steam— Conversion of 
Water into Steam — Tension of Steam — Gauge Pressure — Absolute 
Pressure — Relation Between Temperature and Pressure of Steam — 
Saturated Steam — Prime or Wet Steam — Superheated Steam — The 
Steam Tables— The Heat of the Liquid— The Latent Heat of Vaporiza- 
tion—The Total Heat of Vaporization— The Density— The Specific 
Volume of Steam— Examples on the Use of Steam Tables— Types of 
Marine Boilers— Definitions of Technical Terms Relating to Boilers— 
The Single-Ended Scotch Boiler— The Double-Ended Scotch Boiler— 
The Return-Flue Multitubular Fire-Box Boiler— Dry and Wet Bottom 
Boilers— Dry and Wet Uptakes— Water-Tube Boilers— The Roberts— 
The Almy— Donkey Boilers— Boiler Settings— Construction of Marine 
Boilers — Materials Used in Boiler Construction — Strength of Boilers — 
Stresses in Boilers— Calculations Pertaining to Strength of Boilers- 
Riveting and RivetedJoints— Caulking—Boiler Details— Strength of Flat 
Stayed Surfaces— Strength of Riveted Flues— Strength of Lap Welded 
Flues — Boiler Tubes — Fastening of Tubes — The Dudgeon Roller 
Expander — Strength of Cylindrical Flues Exceeding 16" Diameter — 
Strength of Furnace Flues— Corrugated Furnaces— Ribbed Furnace 
Flues— Boiler Fittings— The Safety Valve— Descriptions of Various 
Kinds of Safety Valves— Calculations Relating to Safety Valves — The 
Steam Gauge— Gauge Cocks and Glass Water Gauge— Fusible Plugs— 
Blow-Off Apparatus— The Bottom Blow-Off Cock-The Scum Cock- 
Manholes and Halidholes— Main and Donkey Feed Check- Valves- 
Steam Pipe and Stop-Valve — Expansion Joints— Steam Pipe to the 
Hold — The Donkey Valve — Furnace Fittings— Ash Pit Door — The 
Front Connection, Uptake and Smoke-Stack and Their Air Casings— 
The Smoke-Stack Damper— The Steam Drum— The Dry Pipe— The 
Superheater and the Separator— The Feed Apparatus— The Surface 
Condenser — Construction of Plunger Feed-Pumps— Main and Donkey 
Feed-Pipes — The Feed Relief- Valve — Position of the Feed Piping— 
Feed-Water Filters— The Wass Grease Extractor — Feed-Water Heaters 
— The Salt Feed— The Baird Evaporator— Steam Traps— Chemical 
Elements— Laws of Chemical Combinations — Elements and Com- 
pounds — Combination by Weight — Mixtures — Combustion — The 
Products of Combustion — Conditions Required for Economical Com- 
bustion—Circulation of Water — Principles of Circulation— Circulation 
of Water in a Scotch Boiler — Use of Graham Circulation Plates— The 
Craig Circulating and Heating Apparatus— The Salinometer— Propor- 
tion of Solid Matter Contained in Sea Water — Explanation of the 
Term Saturation — To Find the Boiling Point of Sea Water, the Satura- 
tion Being Given— Table of the Boiling Point of Sea Water for Different 
Degrees of Saturation — Influence of Variation of Atmospheric Pres- 
sure on the Boiling Point— To Find the Saturation by Means of a 
Thermometer — Construction and Graduation of the Salinometer — To 
Find the Amount of Water To Be Blown Off to Keep the Saturation 
Constant — To Find the Loss of Heat Due to Blowing Off— Draft — 
Natural Draft— Forced Draft— The Closed Fire Room System— The 
Closed Ash-Pit System— Howden's Hot-Air Blast System— Exhaust 
Draft— Height and Area of Smoke-Stacks— To Find the Amount of 
Coal That Can be Burned— Foaming and Priming— How to Prevent and 
Check Foaming and Priming— The Causes of Foaming and Priming- 
Firing— PracticalHints on Firing — Systematic Firing of a Battery of 
Boilers— Incrustation — Composition of Sea Water— Scale— Overheating 
of Plates— Use of Surface Blow-Off Apparatus— l^se of Soda— Use of 
Zinc — Scaling Boilers — Wear and Tear of Boilers — Internal and 
External Corrosion — Uniform Corrosion — Pitting — Grooving — Causes 
and Prevention of Internal and External Corrosion — Blistering^ 
Overheating — Fractured Plates — Inspection of Boilers — The Hydro- 
static Test— The Hammer Test— Care and Management of Boilers- 
Getting the Boiler Ready for Sea— Getting up Steam— Connecting 
Boilers— Keeping up the Circulation When the Engine Is Stopped— 
Low Water— Repair of Boilers— Hard and Soft Patches— Leaky Tubes 
— Tube Stoppers— Repairing Cracked Tube Sheets— Boiler Explosions. 
—Boiler Trials— Proportions of Boilers— To Find the Grate Surface 
Required for a Given Engine— Ratio of Grate to Heating Surface^ 



STEAM ENGINEERING. 



SO 



Locomotives. ^ 



Classification of Loconintivcs — (Jaiiges of Tracks — Resislanoe — Train 
Resistance— Rollinj; Friction— Axle Friction — Dynamometer— Dyna- 
mometer Car— Adhesion— To Kind the Adhesive "Force of a Ixianiio- 
tive— To Ascertain the Weight W hich Mav Safely He I'laced on the 
Driving Wheels-To Find tiie Dianu-ter of the Drivei-s for a Ix^como- 
tive— To Find the Tractive I'ower of a Locomotive— To Find the 
Diameter of the Cylindt-r- To Find the Necessary Weight on the 
Drivers— To Find the Weight to be Placed on the Truck of DUTerent 
Classes of Locomotives— Laws of Chemical Combinations— Elements 
and ComiHiunds- (.ombination bv Weight— Atomic Weights of Ele- 
ments - Mixtures — Tom bustion —To Find the Number of I'ounds of 
Water EvaiKirated by a Pound of Fuel— Temjierature of Combustion— 
('onditions Re<iuired for Complete Combustion— Combustion in the 
Locomotive Fire-Rox -To Find the Heating Surface Retjuired for a 
Locomotive Boiler— To Find the Urate Surface— The NumlxT of 
Tubes— Heat— Sensible Heat— Latent Heat -Thermometers— Absolute 
Temperature— Exi)ansion of Bodies— Coefficient of Expansion— Heat 
Communication— Conduction — Convection — Radiation — Dynamical 
Theory of Heat— The Unit of Heat— The British Thermal Unit of Heat 
—Specific Heat— Tal)le of Specific Heat— Latent Heat— Latent Heat of 
Vaporization— Temperature of Vajiorization— Tem^wrature of Fusion 
— Latent Heat of Fusion— Mechanical Ecjuivalent of Heat— Steam- 
Saturated Steam — Sui>erheated Steam — Steam Tal>les — Relation 
Between Pressure and Temperature of Saturated Steam— Explanation 
of the Use of theSteam Tal)les— Exjiansion of Steam— Construction of 
Locomotives— Frames— To Find the Cross Sectional Area of the Upper 
l""rame Brace— To Find the Dimensions of the Lower Frame Brace— To 
Find the Depth of the Front Splice— Driving Axles— Driving Wheels— 
To Find the Counterbalance for ttie Main Driving Wheels— Truck 
Construction— Pony or Single Truck— The Locomotive Boiler— Loco- 
motive Boiler Details— Size of Rivets I'sed in Locomotive Boiler— 
Belpaire Boiler— The Wooten Boiler— Putting the Frame and Boiler in 
Place — The Spring Arrangement— Spring Hangers— Equalizing Lever 
— The Spring Saddle— C^onstruction of Cylinders— Dimensions of Cylin- 
ders—Piston and Piston Rod— The Piston Rings— The Stufiing-Box" and 
Gland Cross-Head— The (Guides- The Main Driving Rod— The Con- 
necting Side Rod— The Main Crank-Pin— The Side Crank-Pin— Sizes 
of Crank-Pins— The Slide Valve and Valve Motion— Steam Distribution 
—The Angle of Advance— The Travel of the Valve— The Displace- 
ment of the Valve — Inside Laji — Outside Lap — Diagram Showing the 
Manner in Which the Steam Pressure in the Cylinder on Both Sides of 
the Piston Varies— Lead— Rocker Arms— Real and Apparent Cut-Off and 
Ratio of Expansion— The Steam Engine Indicator— The Reducing 
Motion— To Take an Indicator-Card— Reading of Indicator-Cards— The 
Steam Consumption— The Work Done by the Engine— The Effect of 
the Main Connecting-Rod— Width of Steam Port and Port Opening- 
Wire Drawing— The Width of Exhaust Port— Diagram for Plain Slide 
Valve— Link and Link Motion— Stephenson Link Motion— Full Gear- 
Mid Gear— Full Gear Forward— Full Gear Backward— Action of the 
Link Motion on the Valve— Open and Cross Rods— Designing the 
Link Motion— The Valve and Ports— The Suspension of the Link— 
The Proportion of the Link— Eccentric Rod— Laying Out the Motion— 
Throttle-Valves and Steam-Pipe— The General Outfit of a Locomotive— 
The Cal)— The Cow-Catcher— The Headlight— The Engine Bell— The 
Hand Railings— The Sand Box— The Vacuum and Air-Brake— The 
Fames Vacuum Brake— The Westinghouse Automatic Air-Brake— Full 
Description for Operating the Westinghouse Air-Brake— To Find the 
Breaking Force of an Engine— Locomotive Lubricators— Safety Valves 
—The Whistle— The Water Glass— The Injector— Compound Locomo- 
tives—The High-Pressure Cylinder— The LoAv-Pressure Cylinder— The 
Steam Pipe— The Intercepting Valve— To Find the Diameter of the 
High and Low-Pressure Cylinders— To Find the Size of the Receiver- 
Tender and Tender Construction- The Tank— Water Scoop- Coal Sup- 
ply —Water Supply — Tank or Reservoirs — General Arrangement of 
Track Tanks— Tool Boxes and Tools— General Rules to Protect the 
Road— Signals — Flaes — Lamps — Torpedoes — Fuse — Train Signals- 
Whistle Signals— Lamp Signals— Block Signals— The Semaphore Ami 
—Fixed Signals;- Use of Signals— Classification of Trains— Construc- 
tion of Cars-Parlor Cars-The Sleeping Car— The Coupling and Vesti- 
bule Arrangement— The Platform— The Couplers-Mail and Baggage 
Cars— Freight t;ars— The Standard Box Car— The Standard Drop-Bot- 
tom Gondola Car— Live Stock Car-Tank Car. 



90 



THE CORRESPONDENCE SCHOOL OF 



Portable 
Engines. 



Portable 
MacMnery. 



Heat— Temperature— Sensible Heat— British Thermal Unit— Relation 
Between Heat and Work— Mechanical Equivalent of Heat— Latent Heat 
of Fusion— Latent Heat of Steam— Temperature of a Mixture of Several 
Substances— Steam— Saturated Steam— Superheated Stet>.m— Properties 
of Steam— Heat of the Liquid— Latent Heat cf Vaporization— Total Heat 
of Vaporization- Volume and Density of Steam— The Steam Tablas- 
Work Done by Steam— Expansion of Steam— The Steam Engine Mech- 
anism—Classification of Engines— Plain Slide Valve Engine— Descrip- 
tion of Engine Parts— The D Slide Valve and Steam Distribution— Steam 
Ports— Exhaust Ports— Diagrams Showing the Relative Positions of a 
Valve and Piston During a Complete Revolution— Diagrams Showing 
How the Steam Pressure Varies on Both Sides of the Pibton During One 
Complete Revolution— Outside Lap— Inside Lap— Angle of Advance- 
Back Pressure— Compression— Effect of Lap— Lead— Position of Eccen- 
tric—Direct and Indirect Valves— Setting the Slide Valve— The Dead 
Centers— To Place the Engine on the Dead Center— Valve-Gear Problems 
—Ratio of Expansion — Diameters of Steam and Exhaust Pipes— Clear- 
ance— Effect of Clearance— Descriptions of Traction and Portable En- 
gines—Link Motions— Reversing Gear— Governors— Indicators— Indi- 
cator Diagrams— Reducing Motions— Directions for Taking Indicator 
Diagram— Directions for Making Reducing Motion— Reading the Indi- 
cator Diagram — To Find the Mean Effective Pressure in the Cylinder 
From the Indicator Diagram— To Find the Horsepower of the Engine 
From the Indicator Diagram — Piston Speed— Friction Horsepower— Net 
or Actual Horsepower— Indicated Horsepower— Steam, Water, and Coal 
Consumption Determined From the Indicator Diagram— Compound 
Traction and Portable Engines— Advantages of Compounding— Horse- 
power of Compound Engine— Chemical Combination— Combustion- 
Heat of Combustion of Different Fuels— To Find the Heat of Combus- 
tion of a Pound of Fuel— To Find the Water Evaporated by a Pound of 
Fuel— Conditions Required for Economical Combustion— Fuels— Coal— 
Wood— Oil— Straw — Methods of Firing Boilers— Construction of Boiler 
Shells— Riveting— Riveted Joints— Staying of Flat Surfaces— Strength 
of Boilers— The Safe Pressure for a Given Boiler— Grate Area— Heating 
Surface — Horsepower of Boilers — Ratio of Heating Surface to Horse- 
power—Ratio of Heating Surface to Grate Area- Boiler Fittings— The 
Safety Valve— To Adjust the Safety Valve to Blow Off at a Given Pres- 
sure—To Find the Size of a Safety Valve Required for a Given Boiler— 
To Graduate the Lever of a Lever Safety Valve — Directions for Use and 
Care of Safety Valves — The Feed Apparatus— Proper Position of Feed 
Pipe— The Furnace Fittings— The- Steam Gauge — Water Gauges— Fusi- 
ble Plugs— Dry Pipes— The Steam Blower— Incrustation of Boilers- 
Remedies for" Incrustation — Wear and Tear of Boilers— Corrosion- 
Leakage — Overheating— Boiler Explosions— Precautions AgainstBoiler 
Explosions— Testing of Boilers — Rules for Management and Care of 
Boilers— Water Level— Low Water — Pnmping and Priming — Leaks- 
Gauge Cocks— Gauge Glasses- Feed Pump and Injector— Removal of 
Sediment and Incrustation — The Method of Making a Boiler Trial — 
Starting and StoppingtheTest— Weighing the Coal — WeighingtheWater 
—Record of the Test— Quality of the Steam — Calorimeter— The Injec- 
tor—Action of the Injector— Traction Engine Tenders— Fire Engines. 

Descriptionof Typesof Threshers— DetailsofPartsof Threshing Machines 
—Management and Care of Threshing Machines— Miscellaneous Appli- 
ances—Band Cutters and Feeders— Stackers— Grain Weighers— Wagon 
Loaders — Baggers — Clover Hullers — Bean Threshers— Cotton Gins — En- 
silage Cutters— Feed Mills— Corn Shellers — Corn Crushers— Hay Presses 
— Portable Grist Mills — Cream Separators— Corn Huskers — Headers- 
Steam Plows— Rock Crushers— Steam Road Rollers— Artesian Well Bor- 
ing and Drilling Machines— Portable Saw Mills— Hoisting Machines. 

Electricity— Sources and Detection— Electrostatics— Positive and Nega- 
tive Charges— Law of the Development of Static Charges— Law of 
Attraction and Repulsirvii Between Charged Bodies — Electric Series — 
Definitions and List of Conductors and Non-Conductors — Electro- 
Dynamics — Potential, or Electrical Pressure — Direction of Flow of an 
Electric Current — Difference of Potential— Production of Electric 
Currents— Development of Difference of Potential by Chemical Action 
— Maintenance of the Current— Voltaic Cell— Voltaic Battery— Elec- 
trodes — Electromotive Series— Connecting Voltaic Batteries — Circuits : 
Open ; Closed : Grounded ; External and Internal— Derived Circuits- 
Magnetism — Magnets — Natviral and Artificial Magnets — Attraction 
and Repulsion Between Magnets— Magnetism of the Earth— Magnetic 
and Non-Magnetic Scbstances— The Magnetic Field— Lines of Force — 



I 



STEAM P:N(tINEERING. 



01 



Dynamos and 
Motors. 



Direction of the Lines of Force— Forces Acting in a Mannetic Field - 
Magnetic Induction— Amount and Density of MaKnelisni— Klectro- 
ilagnetism— Solenoid— Polarity of a SolenoUl— Magnelir rernieabilily 
—Various Forms of Fllectro-Magnets— Klectrical I'nits- Klectroriiolive 
Force— Analogy of Electrical to Mechanical (.quantities— Ohm's Law— 
The Ami)ere— Methods of Measuring Current — (Jalvanometer — The 
Ohm— Laws Governing Electrical Resistance— Tem|K.'niture Coelhcieni 
-Specific Resistance— Table of Specific and Relative Resistances, and 
the Temperature Coefficients of \arious Metiils— Resistance of Licjuids 

— Resistance Boxes — Measurement of Resistances — W heatstone's 
Bridge— Principles of its Operation— Examples in the Ise of \\'lieat- 
stone's Bridge — The Volt — Measurement of Electromotive Foree— 
Voltmeters— Garde w Voltmeter— Weston \'oltmeter— Applications of 
Ohm's Law to Closed Circuits— External and Diternal Electromotive 
Force of Cells -Conductivity— Derived Inits— Electrical (.^uantitv— 
The Couloml>— Electrical \Vork— The Joule— i:iectrical Power— The 
Watt— Induced Currents— Electro-Magnetic Diduction— Self-induction 
—Mutual Induction— Physical Theory of the Dynamo— E. M. F. 
Induced in a Coil Revolving in a Magnetic Field— Alternating Cur- 
rents— Principles of Commuting Alternating Currents to Continuous 
Currents — Commutator — Pulsating Current— Effect of I'sing More 
Than One Coil— Armature Cores — Reason for Laminating Cores— Ring 
and Drum Cores— Closed Coil and Open Coil Windings— Armature 
Reactions— Reaction Between a Current and a Magnetic Field- 
Counter Torque of a Dynamo — Effect of the Current in the Armature 
Winding— Distortion of the Field— Shifting of the Neutral Space- 
Field Magnets— Permanent Magnefc;— Electro-Magnets- The Excita- 
tion of Field Magnets- Separate Excitation— Magnetizing Force — 
Ampere Turns— Magnetic Saturation— Limits of Magnetization- Self- 
Excitation— Shunt Dynamo— Series Dynamo — Comixiund Wound 
Dynamo — ^lethods of Regulating — Overcompounding — Types of 
Bipolar Field Magnets— Salient and Consequent Poles— Types of 
Dynamos— Constant Potential Dynamos— Multipolar Field Magnets — 
Multipolar Armature Windings— Mechanical Construction of Dynamos 
—Detailed Description of Parts— Efficiency of Constant Potential 
Dynamos— Losses— Distribution of Losses — Percentage of the Various 
Losses in Modern Dynamos— Output of Constant Potential Dynamos- 
Limits of Outx^uts— Heating — Source of Heat — Cause and Eflfect of Rise 
of Temperature— Allowable Rise of Temperature— Sparking— Cause 
and Prevention— Shifting of Brushes— Constant Current Dynamos — 
Methods of Regulating E. M. F. of Dynamo to Get Constant Current — 
Closed Coil Windings— Wood Dynamo— Western Electric Dynamo- 
Excelsior Dynamo — Ball Dynamo — Open Coil Windings — Brush 
Dynamo — Westinghouse Dynamo — Thompson-Houston Dynamo — 
Output of Constant Current Dynamos— Limits of Output— Alternating 
Current Dvnamos — Cvcle— Frequency — Alternators — Princi])Ies of 
Winding— Relative Width of Coils and" Fields— Multipolar Alternators 
—Relation of Frequency to Number of Poles and Numlierof Revolu- 
lutions— Ring and Drum Windings— Toothed Armatures— Methods of 
Exciting Alternator Fields— Compound Winding— Internal Connec- 
tions of Alternator Armatures— Multiphase Alternators— Definition of 
Phase Diflference— Method of Adding Two Alternating Currents That 
Differ in Phase— Two and Three Phase Alternators— Method of Con- 
necting the Armature Windings — Properties of the Alternating 
Currents— Effective Current and E. M. F.— Lag— Self-induction and its 
Effect- Effective E. M. F.— Transformers— Principle— Mutual Induc- 
tion— Primarv and Secondary Coils -Effect of Self-Ind\iction— Losses 
and Efficiency of Transformers— Motors— Principle of all Motoi-s- 
General Classification of Motors— Constant Potential Motors— Torque- 
Counter E. M. F.— Starting Resistance— Automatic Regulation of the 
Torque— Field Magnets of ^Motors- Shunt ISIotoi-s— Constant Speed 
Motors— Series ^Motors- Methods of Regulating Speed— Re versing— 
Connections of Motors— Output of Constant Potential Motors— Speed 
and Torque— Efficiency and Losses— Constant Current Motors— Alter- 
nating Current Motors— Single Phase Motors— Synchronism— Slip- 
Multiphase Motors— The Rotary Field— Speed of Rotation of Rotar>- 
Field— Starting Torque— Speed Regulation— Synchronous Multiphase 
Motors— Output of Alternating Current Motors— Effect of Armature 
Reaction— Installation and Care of Dvnamo Electric Machinery— 
Location— Foundations— Belting— Setting Fp Direct Current Dynamos 

— Starting— Locating and Remedying Faults— Sparking— Heating- 
Short Circuits— Open Circuits— Care of Dynamos— Arc Machines- 
Care and Management— Direct Current Motors— Installing— Starting- 
Locating Faults— Care and Management— Alternating Current Dytia- 



92 



THE CORRESPONDENCE SCHOOL OF 



Pneumatics, 
Gas, and 
Petroleum. 

6as, Gasoline, 
and Oil 
Engines. 



Refrigeration. ^ 



mos— Setting l^p — Locating and Remedying Faults— Exciters— Alter- 
nating Current Motors — Installing — Switch-Boards — Their Purpose — 
General Construction — Arrangement — Dynamos in Parallel — Bus-Bars 
— Instruments — Safety Devices — Switch-Boards for Lighting Plants — 
For Railway and Power Plants — For Arc Lighting Systems — For 
Alternating Current Systems. 

The Atmosphere— Determining the Atmospheric Pressure— A Vacuum — 
A Partial Vacuum— The Barometer— Tension of Gases— Mariotte's Law 
— Gay-Lussac's Law— The Mixing of Gases— What Petroleum Is— 
Occurrence of Petroleum — Origin of Petroleum — Manufacture of Illu- 
minating Oils— Refining Oils— Different Kinds of Gas— Natural Gas — 
Coal Gas— Producer Gas— Oil Gas— Gas from Gasoline — Properties of 
Gases— Heating Power— Illuminating Power. 

Theory of the Gas Engine— The Perfect Engine— Comparison of the Per- 
fect With the Real Engine— Mixtures of Gas and Air— Types of Gas 
Engines — The Beau de Rochas Cycle — The Atkinson Cycle — The 
Mechanism of the Gas Engine— Indicator Diagrams of Gas Engines- 
Causes of Loss and Efficiency— Igniters— Governors— Starting Devices 
I — Lubrication— Gasoline Engines— Comparison With the Gas Engine— 
-{ Difficulties of Gasoline Engines— Oil Engines— Comparison with Gas 
and Gasoline Engines— Difficulties of the Oil Engine— The Hornsby 
Akroyd — The Preistman — Principles of Design of the Explosion 
Motor— Applications of the Engines— Electric Lighting— Driving Boats 
— Motor Carriages — Farm Engines — Pumping Engines — Elevators — 
How to Manage Gas and Oil Engines— Hoav to Overcome Troubles— 
Where, When and Why These Engines Should be Used. 

' Types of Refrigerating Machines — Air Refrigerating Machines — 
Ammonia Compression Machines — Ammonia Absorption Machines 
— Ether Machines— Sulphur Dioxide Machines— Vacuum Refrigerating 
Machines— Cold and Dry Systems of Compression— Properties of 
Refrigerating Fluids— Boiling Points— Relation Between Pressure and 
Temperature— Latent Heat of Vaporization— Volume of Vapor or 
Fluid — Sulphuric Ether — Sulphur Dioxide — Ammonia — Methylic 
Ether— Carbonic Acid— Pictet Fluid— Ice-Melting Effect— Operation 
of Refrigerating Machines — Ice-Making Machines — Artiticial Ice 
Manufacture— Methods of Making Ice — Performance of Ice-Making 
Machines— Ice-Making Capacity— Refrigerating Capacity— Refrigera- 
tion Systems— Brine System— Direct Expansion System— Means of 
Applying the Cold— Duty of Refrigerating Plant — Design of Refrig- 
erating Machinery. 



STEAM ENGINEERING. 




SAMPLE PAGES OF INSTRUCTION AND QUESTION PAPERS. 

We do not send out Instruction and Question Papers for examination. 
Intending students can learn how they are written and ilhistrated, and 
the subjects treated in them, from the following sample pages. 

Sample Page of Instruction Paper. Subject — Arithmetic. 

179. In any series of numbers connected by the signs -f , 
— , X and -i-, the operations indicated by the signs must be 
performed in order from left to right, except that no addition 
or subtraction may be performed if a sign of multiplication or 
division follo^vs the number on the right of a sign of addition 
or subtraction, until the indicated multiplication or division has 
been performed. In all cases the sign of multiplication takes 
the precedence, the reason being that when two or more num- 
bers or expressions are connected by the sign of multiplication, 
the numbers thus connected are regarded as factors of the prod- 
uct indicated, and not as separate numbers. 

Example.— What is the value of 4 X 24 — 8 + 17? 
Solution. — Performing the operations in order from left to right, 
4 X 24 = 96 ; 96 — 8 = 88 ; 88 + 17 = 105. Ans. 

180. Example. — What is the value of the following expression: 
1,296 -- 12 + 160 — 22 X 3| = ? 

Solution.— 1,296-^12 = 108; 108+160 = 268; here we cannot 
subtract 22 from 268 because the sign of multiplication follows 22 ; 
hence, multiplying 22 by 3|, we get 77, and 268 — 77 = 191. Ans. 

Had the above expression been written 1,296 -^ 12 -|- 160 — 
22 X 3J ^ 7 + 25, it would have been necessary to have 
divided 22 X S^ by 7 before subtracting, and the final result 
would have been 22 X 3^ = 77 ; 77 ^ 7 = 11 ; 268 — 11 =' 
257 ; 257 -|- 25 = 282. Ans. In other words, it is necessary to 
perform all of the multiplication or division included between 
the signs -j- and — , or — and +, before adding or subtracting. 
Also, had the expression been written 1,296 -^ 12 — 24J -^ 7 X 
^ _^ 25, it would have been necessary to have multiplied 3^ by 
7 before dividing 24J, since the sign of multiplication takes the 
precedence, and the final result would have been 3| X 7 = 24^ ; 
244 -^ 244 = 1 ; 268 — 1 =- 267 ; 267 + 25 = 292. Ans. 



94 THE CORRESPONDENCE SCHOOL OF 

Sample Page of Instruction Paper. Subject— Mensuration and the 
Use of Letters in Algebraic Formulas. 

Example, — It is required to find the number of cubic feet of steam- 
space in the boiler shown in the following figure. The boiler is 16 feet 
long between heads, 54 inches in diameter, and the mean water-line 
MN is at a distance of 16 inches from the top of the boiler. The volume 
of the steam outlet casting may be neglected. 

Solution. — ^The volume of the steam-space, which is that space within 
the boiler, above the surface MN P of the water, is found by the rule 
for finding the volume of a prism or cylinder, the area M N S being the 
base, and the length N the altitude. First obtain the area of the seg- 
ment M N S, whose height /i is 16 inches, in square feet ; then multiply 
the result by 16, the length of the boiler. 

By the formula previously given, the area of the segment = 

4/^2 ID 777 4 X 16' /sT 



3-^/^-.608 = -^~^j^-.608 



4X16 



/54 
' Vl6 



= 341.33: A ^—.608 ■= V 2.m = 1.663. 



3 

Hence, the area = 341.33 X 1.663 -^ 567.63 sq. in. This reduced to 
square feet = 567.63-^144 = 3.942 sq. ft., and the volume therefore = 
3.942 X 16 = 63.07 cu. ft. Ans. 



Example. — In the above boiler there are 60 tubes, 31 inches outside 
diameter. How many gallons of water will it take to fill the boiler up 
to the mean water-level, there being 231 cubic inches in a gallon ? 

Solution. — Find the volume in cubic inches of that part of the boiler 
below the surface of the water MN P, since the contents of a gallon is 
given in cubic inches, and from it subtract the volume of the tubes in 
cubic inches. 

This may be done by first finding the total area of one end of tlie 
boiler in square inches, from it subtracting the area of the segment 



STEAM ENGINEERING. 



95 




Sample Page of Question Paper. Subject— Steam and Steam 
Engines, (Stationary Division;. 

(37) In Fig. 4 are shown the indicator (Hagranis taken from 
the higli and low 

pressure cyHnders ^^ Spring. 

of a tandem com- 
pound non - con- 
d e n s i n g engine. 
Diameter of high 
pressure cylinder, 
13"; of low pres- 
sure cylinder, 20"; 
stroke, 15"; revolu- 
tions jDer minute, 
230. Find the 
horsepower. 
Ans. 177.1 H. P. 

(38) Find the 
water consumption 
per I. H. P. per 
hour of a 24" X 30" 
engine making 150 
revolutions per 
minute, and giving 
a diagram like A^ 
Fig. 3, of this Question Paper. Scale of spring, 30. 

Ans. 26.21 lb. per I. H. P. per hour. 

(39) (a) What is meant by high rotative speed ? (6) What 
is the difference between a high rotative speed and a high piston 
speed? (6') Is an engine having a high rotative speed neces- 
sarily a high speed engine ? 

(40) In Fig. 5 are shown the diagrams from both ends of 
the cylinder of a 13" X 12" engine running at 300 revolutions 
per minute. Scale of spring, 60. Find the I. H. P. developed 
by the engine. Ans. 91.66 I. H. P. 



30 Spring. 




Fig. 4. 



\J 



96 



THE CORRESPONDENCE SCHOOL OF 



Sample Page of Instruction Paper. Subject — Steam Boilers, 
(Stationary Division). 

After the test is over, the ashes and clinkers are raked from 
the ash pit and weighed. This weight is deducted from the 
weight of tlie coal and gives the weight of the coal actually 
burned, or the weight of the combustible, as it is called. 

A convenient way of measuring the feed-water delivered to 
the boiler is to have two tanks A and B, Fig. 30, one above the 
other. The supply of water is fed through the pipe C into 
the upper tank A, which rests on a platform scale D. After 
balancing the tank, the scale may be set to weigh 500 or 600 
pounds of water, the water being run in until the beam rises, 




kl%M.f yMyHMft^A^^J^^^. 



jsaEwam 



Fig. 30. 



and then shut off. The upper tank is provided with a pipe E 
and valve F, by means of which the water may be discharged 
into the lower tank, from which it is fed to the boiler through 
the pipe G. 

The attendant who keeps the record of coal supply or water 
supply should become accustomed to making the tally on his 
blank just before or after some regular operation. For example, 
the person who weighs the feed- water should record each tank 
full, say, immediately after closing the valve in the supply-pipe, 
or perhaps after emptying the upper tank into the lower. If 



STEAM ENGINEERING. 97 



Sample Page of Question Paper. Subject— Steam and Steam 
Boilers, (Marine Division). 

(18) What influence has the circulation of the water upon 
the efficiency of the boiler ? 

(19) Why is the lower part of a Scotch boiler much cooler 
than the upper part? 

(20) (a) Describe the operation of a Craig circulating appa- 
ratus. (6) State some other ways of improving the circulation 
of Scotch boilers. 

(21) State how (a) natural draft and (6) forced draft are 
produced. 

(22) Find the maximum coal consumption under natural 
draft of a vessel making a trip of 2,282 miles at a speed of 14 
miles an hour and burning ordinary soft coal. The height of 
stack is 81 feet. The furnaces are 3 ft. 9 in. by 6 ft. There are 
4 boilers with 6 furnaces each. Ans. 1,188 tons 540 lb. 

(23) Describe Howden's closed ash pit system, and state in 
what respect it differs from an induced draft system. 

(24) Explain (a) foaming ; (b) priming, (c) State the 
dangers attending foaming and priming. 

(25) Describe the three methods of firing. 

(26) How may a fire be (a) cleaned? (6) lighted? 
(c) banked? 

(27) Show how you w^ould arrange for the systematic firing 
of two boilers with three furnaces each, performing the opera- 
tions in the following order : (1) firing ; (2) slicing ; (3) level- 
ing ; (4) cleaning the grate from below. Make a rough sketch 
similar to Fig. 21, Instruction Paper, and number the furnaces. 

(28") (a) What is combustion ? (6) What are the elements 
which usually enter into combustion ? 

(29) What is meant by the expressions — element, com- 
pound, mixture ? Give examples of each. 



98 THE CORRESPONDENCE SCHOOL OF 

Sample Page of instruction Paper. Subject— Steam Engines, 

(liflarine Division). 

DISTURBANCE OF CUT-OFF BY THE CONNECT- 

IN^G-ROD. 

In Fig. 31 let a b represent the path of the center of the wrist- 
pm, and c d the circle described by the center of the crank-pin. 
Let the diameter of the circle fg be equal to the throw of the 
eccentric. (This is shown greatly exaggerated. ) Assuming the 
crank to be in the position c, that is, on the interior dead cen- 
ter, the length of the line a c will represent the length of the 
connecting-rod. We shall assume that the angle of advance is 
20° ; further, that the slide valve is set so as not to have any 
lead. Now, let the crank- pin move in the direction of the arrow 
X ; that is, let the piston commence its forward stroke. Since 



Fig. 31. 

the valve has no lead, the slightest movement of the crank- pin 
in the direction of the arrow will cause the valve to open the 
left steam port. When the eccentric has reached the position 
g, the valve has moved to its furthest position to the right, 
and any further movement of the crank will cause the valve to 
begin to close the steam port. To close the steam port fully, 
the valve will have to move the same distance to the left that 
it moved to the right to uncover the port. From this it follows 
that the eccentric has to move through the same angle to close 
the port that it moved through to open the port. Laying off 
the angle g Oh = g Oe, Oh will represent the position of the 



STEAM ENGINEERING. 



09 



Sample Page of Instruction Paper. Subject— Locomotives. 

The action of the arrangement is as follows : It will he noticed 
that the springs carrj^ the frames (and, consequently, tlie l)oilcrs 
to which the frames are attached), since the only downward 
pressures on the axle journals are produced ]\v the weight on 
the spring saddles and the w^eight of the driving hoxes, the 
upper frame brace not touching the tops of tlie driving boxes. 
Suppose there is ah obstruction on the track. As the driving 
wheel A rolls over it, the whole locomotive tends to rise, and 
were it not for the springs, all the weight carried by the driving 
axle of A w^ould be suddenly lifted as the wheel rolled over the 
obstacle, and would then suddenly fall on coming down, pro- 
ducing two shocks and corresponding stresses. The spring 




Fig. 47. 

reduces these shocks greatly, since, when the driving wheel and 
its axle move upward they push up the saddle G. This tends 
to move the spring upwards, but the end c cannot move up on 
account of the hanger holding it down ; the end c' moves 
upwards a little, but not very far, for the equalizing lever then 
rotates on the pin r and brings down the end d of the other 
spring. Consequently, the band »S^ is shoved up, thus tending 
to straighten the spring, an effect which gradually raises the 
frame, and produces but a slight shock. If the wheel A sud- 
denly falls, the entire weight carried by the driving axles falls 
with it, the springs absorbing the shock by bringing the parts 
gradually to rest. Were it not for springs, both locomotives 



100 



THE CORRESPONDENCE SCHOOL OF 



Sample Page of Instruction Paper. Subject — Dynamos and Motors. 

19. A diagram of the connections, etc. of the drum- wound 
armature is shown in Fig. 6. A A', B B' and C C are the three 
coils, wound on the core J of the circumference apart. One end 
of each of the coils is joined to a metal ring (not represented in 
the cut) on the back of the armature, which forms a common 
connection for the three. The other ends are joined to the com- 
mutator segments, that of A A' to segment a, that of B B' to 
segment />, and that of C.C to segment c, as represented. 1 and 
2 are the negative, and 3 and 4- the positive brushes. 

Note. — Brushes 2 and 4 are usually called the primary brushes, and 
1 and 3 the secondary brushes, to distinguish them. 

From the diagram (Fig. 6) it will be seen that coil AA'^ 
though half way between the pole pieces, is partly active, since 




Fig. 6. 

the neutral line is shifted forwards by armature reaction, as 
indicated by the line xy. This coil, AA\ is connected in 
parallel with coil B B' by the two positive brushes, and the two 
are in series with coil C C. If the armature be considered as 
moving in the direction indicated by the arrow, it will be seen 
that as coil A A' gets to the position of least action it is dis- 
connected from the circuit by segment a passing out from under 
brush 3^ leaving coil BB' and coil C C in series. However, as 



STEAM ENGINEERING. 101 

SPECIAL PRICES FOR TWO OR MORE SCHOLARSHIPS TO THE SAME 

PERSON. 

A considerable reduction in the prices of Scholarships will be made to 
persons who wish to purchase more than one Scholarship at the time of enroll- 
ing. Thus, for instance, a special rate will be made on the Full Scholarship 
in The Correspondence School of Mines and the Complete Mechanical Scholar- 
ship of The Correspondence School of Mechanics, or on two or more of any 
of the Scholarships. Intending students wishing to enroll for more than one 
Scholarship at the same time should write, asking for prices. 

SPECIAL PRICE TO STUDENTS WHO WISH TO ENROLL IN OTHER 

SCHOLARSHIPS. 

A considerable reduction in the price will be made to students already 
enrolled who wish to enroll in one or more additional Scholarships. 

CHARGE FOR TRANSFERRING SCHOLARSHIPS. 

When students wish to be transferred from one Scholarship to another of 
the same price, and where the work already done is all included in the Course 
to which they desire to be transferred, the charge for transfer will be one 
dollar. In all other cases a special price will be made which can be ascer- 
tained by writing to the Schools. 

RUBBER HAND STAMPS. 

We have made arrangements whereby we can supply at a low price Rubber 
Hand Stamps, containing the names, addresses and class letters and numbers 
of students. One of these stamps will be found of great convenience. 

By using it on the stationery the necessity of writing the full name and 
address, and class letter and number, in every communication sent to the 
Schools is done away with. 

W.E. VillingeVy 

1015 Louis/a St, 
Williamsport, Pa. 

The stamp can be used for signing letters and also for putting the name and 
address on the upper left-hand corner of envelopes, thus avoiding all possi- 
bility of errors or delays. 

For miscellaneous use the portion of the stamp bearing the class letter and 
number can be omitted, if desired, by holding the corner of a square piece of 
paper over that part of it when using it. 

The stamp is made of hard rubber, neatly and firmly secured to a strong and 
serviceable handle. It is about 2^^ in length (somewhat larger than the 
above illustration), and will be sent to any address, together with a self-inking 
pad for use in connection with the same, for 50 cents, postage paid. 




102 



THE COHilESPONDENCE SCHOOL OF 



Price List of Drawing Materials and School Requisites, Sold by The Technical Supply 
Co., Scranton, Pa., Which Can be Ordered Through The Colliery Engineer Co. 

COMPLETE DRAWING OUTFIT. 




Price. Postage. 
Morocco-covered Pocket Case of Fine German Silver Instru- 
ments, Containing : 1 Compass, 5^ inches with Pen, Pencil, 
Needle Points and Lengthening Bar. 1 Drawing Pen, 4:^ 
inches with Joint and Needle Point. 1 Bow Pen. 1 Bow 

Pencil. Pencil Case and Adjusting Key $6.25 $0.10 

One Drawing Board (Pine Wood, Varnished) 16Jx22^ inches, 

expansion cleats and grooved back. (By express only) 1.50 
One Mahogany, Ebony-lined T Square, fixed head, 22J inches 

long. (By express only) 0.75 

One 6-inch German Silver Protractor 0.90 0.02 

Triangles, Mahogany Ebony-lined— One 7-inch 45° 0.35 0.02 

One 8-inch 60° 0.35 0.02 

One 12-inch Boxwood Triangular Scale, Divided /g? A> i> 4> l» 

J, f , 1^, and 3 inches to the foot, and one edge 16 to the inch 1.00 0.02 

One Cherry Curve 0.25 0.02 

Thumb Tacks, half dozen 0.25 0.02 

One Drawing Pencil 0.10 0.02 

One f-oz. bottle Drawing Ink 0.25 0.10 

One Velvet Rubber 0.10 0.02 

Two Sheets Imperial Tracing Cloth, demy size 0.25 0.06 

One-half dozen sheets Whatman's Drawing Paper, demy size 

(5 cents per single sheet) 0.25 0.06 

$12.55 
On receipt of $12.55 the Comjxlete Drawing Outfit will be shipped to pur- 
chasers, expressage to be paid by them, or any one or more articles will be 
sent for the price of the articles, with the postage added. 

Students are not required to purchase these goods of The Technical Supply 
Co. , or through us. They can buy them where they see fit. But intending 
purchasers will find that we sell so many of these goods that both in price 
and quality we can do better than the local dealers. 



STEAM ENGINEERING. 



103 



PORTFOLIOS FOR DRANWING PLATES. 

In nearly all the Courses of our Schools the student is required to draw a 
number of Plates and Tracings, IV^ x 18^^ in size. Most students desire to 
preserve these plates. The Portfolios here illustrated are made expressly for 




the purpose. They are of good quality, with leather backs and corners, cloth 
sides and flaps, and can be ordered through The Colliery Engineer Company, 
or will be sent by The Technical Supply Company, Scranton Pa., to any 
address, postage paid, upon receipt of $2.00. By express, $1.60. 

CROSS-SECTION PAPER. 

Cross-Section Paper 8^'' x 10^'' in size, ruled in red ink, graduated to every 
two millimeters, as per cut, sent to any address, postage paid, at 20 cents per 
dozen sheets. 



104 



THE CORRESPONDENCE SCHOOL OF 



BINDERS FOR INSTRUCTION AND QUESTION 

PAPERS. 

The Instruction and Question Papers of the School should be kept together 
and preserved as clean as possible. To aid in doing this, Cloth Binders, 
QY^ X 9|^^ size, have been prepared and are furnished by The Technical 
Supply Company, Scranton, Pa. The Binders can be ordered through The 
Colliery Engineer Company. Price, per set, $1.00 ; postage paid, $1.18. When 
ordering Binders please state the Course or Scholarship for which you 
wish them. « 




N/VRITING PAPER. 

Good, light linen paper, 13 x 8J inches, for the use of the students in writing 
their answers to Question Papers. This paper will largely reduce the student's 
postage bill. It can be ordered through The Colliery Engineer Company. 

100 sheets by mail (postage paid) $0.45 



250 
500 
100 
350 
500 



" " " " 1.15 

" " " " S.25 

by express (purchaser to pay expressage) SQ 

«((( (( a a .SO 

" " " " " 1.50 

FOUNTAIN PENS. 



A good fountain pen is a great convenience to a student, as the answers to 
the Question Papers must be written in ink. Such a pen can be carried in the 
pocket and requires filling only once in a week or ten days. The Technical 
Supply Company, Scranton, Pa., for $2.50, will send to any address, postage 
paid, a large size fountain pen warranted by the manufacturers not to leak or 
flood or get out of order. The pen can also be ordered through The Colliery 
Engineer Company. 

Goods are sent by mail at the purchaser's risk unless an additional eight (8) 
Qents for registering accompanies the order. 



The Mechanics*. . 
Pocket Memoranda. 



^iL DAf^CC OF TABLES AND DATA OF GREAT 

Om rADI-O VALUE TO practical men. 

Bound in Leather, with Pocket, Gilt Title and Edges, 
Price $i.50. Bound in Silk, Colored Edges, Price $I.OO. 



THE MECIIAXICS' POCKET MEMORANDA is a convenient pocket-book for 

those interested in Mechanical Engineering, Steam Engineering, Electrical Engineering, Ball- 
^ftd Engineering, Bridge Engineering, Architecture, Plumbing, Heating and Ventilation, Gas 
itting. Steam Fitting, Etc., compiled and written by the Instructors of The International 
Correspondence Sohoous, Scranton, Pa. It is the latest pocket-book published, and pos- 
sesses advantaiares over all similar pablications. Some of the principles and data 
are stated more clearly and concisely, and because of its small size, it is a "pocket-book" In 
reality instead of in name only. The pi^es are SJ^" x b}^". ' 

It is the BEST POCKET-BOOK for the money on the market, and the 
Publishers \7IJLr. REFUND TSE PILICE to any dlasatlsned purchaser. 



Address THE COLLIERY ENGINEER CO., Scranton, Pa. 

HOME STUDY FOR MACHINISTS, STEAM ENGINEERS, ETC. 

A 5 - Cent Magazine « 

"FOR THOSE CONNECTED WITH THE MECHANICAL 

AND STEAM ENGINEERING INDUSTRIES. 

a handsomely printed and Illustrated monthly magrazlne for persons of 
^B limited education commencing tlie study of Mechanics 
^ and Steam Engineering:. 



^rUc 

^al 

\af 



cles are written so as to be readily understood by those who have little knowled^ 

atlcs. It is very valuable and interesting to Machinists, Pattern Makers, Tool 

tsmen, Stationary, Marine, and Locomotive Engineers, Firemen, etc. 

the articles treating of Mechanical and Steam Engineering industries, each issue 

pular Articles of interest to all members of the family. Also, Ansvrers to 

«id subscribers can have questions of general interest to Machinists, Steam 

fully and correctly answered. 

lonthly by The Colliery Enqijceeb Co., Scrant9n, Pa. Single Copies, Five 
"•ubscription, Sixty Cents. 
V^ICS' POCKET MEMORANDA, bound In aUk, containing 314 
i^t and Rules for Mechanics and Artisans, including Machinists and 
^Bp Magazine for one year, 75 cents. 

1 



[ERY ENGINEER CO., Scranton. Pa. 





LIBRARY OF CONGRESS 



029 996 954 ft 




INSTRUCTION DEPARTMENT 



THE INTERNATIONAL CORRESPONDENCE SC> 



SCRANTON, PA.. U. S. A 



/ 



2127- Form 102-2-25-98-lOm. 



/ 



